Background Students’ academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such gaps in student success, this work examines the effect of a new first-year undergraduate engineering design course on students’ self-efficacy, as measured by students’ assessment of their ability to achieve engineering design goals, and their confidence in their professional skills such as teamwork, communication, and leadership. It draws upon two aligned survey studies that examine this development (a) among the students participating in the course during the academic semester and (b) among both course participants and non-participants in the year following the course. Survey results for all students were considered, with attention to specific demographic subgroups traditionally underrepresented in engineering. Results Analyses indicate effect of the course on self-efficacy and other examined constructs, such as communication and teamwork, during the course semester and continued effects in engineering design self-efficacy and tinkering self-efficacy in the year following course participation. Results also reveal differences for specific racial/ethnic and gender/sex subgroups in numerous constructs, including suggestion of specific effect for female students. Conclusions This study’s focus on the implication of engineering design education on self-efficacy and other critical professional outcomes, as well as its attention to specific demographic subgroups, adds to research on engineering education and the effect of design-focused coursework using project-based learning. The study indicates an increased potential role for such coursework, as early as the first year of a university trajectory, in fostering student growth and increased representation in the field. Findings on differences by gender/sex and by racial/ethnic groups, including clearer positive effect for female students but more complexity in effect for underrepresented racial/ethnic groups, support added research probing experience and outcomes within and across these groups.

El Sistema-inspired music education programs aim to positively alter the life trajectory of historically underserved youth, with hypothesized benefits in cognitive and social development. Yet, there has been limited rigorous study of these programs. Using an randomized control trial design, we examine the effects of El Sistema programming on youth executive function and social-emotional learning among first-time participants (kindergarten and first grade), including a large representation of non-White and low-socioeconomic status (SES) participants. We do not observe the main effects of programming following 1 year of participation but do find positive effects across some demographic subgroups. This study contributes to ongoing research on the effects of music education programming for child development and executive function measurement for youth. Results can additionally inform the strategic development of similar initiatives aiming to foster youth development, including those with a focus on historically underserved youth through music programming.

PURPOSE Electronic patient-reported outcomes (ePROs) can help clinicians proactively assess and manage their patients' symptoms. Despite known benefits, there is limited adoption of ePROs into routine clinical care as a result of workflow and technologic challenges. This study identifies oncologists' perspectives on factors that affect integration of ePROs into clinical workflows. METHODS We conducted semistructured qualitative interviews with 16 oncologists from a large academic medical center, across diverse subspecialties and cancer types. Oncologists were asked how they currently use or could imagine using ePROs before, during, and after a patient visit. We used an inductive approach to thematically analyze these qualitative data. RESULTS Results were categorized into the following three main themes: (1) selection and development of ePRO tool, (2) contextual drivers of adoption, and (3) patient-facing concerns. Respondents preferred diagnosis-based ePRO tools over more general symptom screeners. Although they noted information overload as a potential barrier, respondents described strong data visualization and ease of use as facilitators. Contextual drivers of oncologist adoption include identifying target early adopters, incentivizing uptake through use of ePRO data to support billing and documentation, and emphasizing benefits for patient care and efficiency. Respondents also indicated the need to focus on patient-facing issues, such as patient response rate, timing of survey distribution, and validity and reliability of responses. DISCUSSION Respondents identified several barriers and facilitators to successful uptake of ePROs. Understanding oncologists' perspectives is essential to inform both practice-level implementation strategies and policy-level decisions to include ePROs in alternative payment models for cancer care.

This paper presents the results of a comprehensive effort to inspire women to choose computing careers. In 2016, 57% of bachelor’s degree recipients were female; however, only 19% of computer and information science bachelor’s degrees were earned by females. This gender gap in computer science education also translates into the professional world where women hold 57% of professional occupations, yet less than half are in computing professions. Stereotypes of the field, a lack of role models, and a desire to help others have been cited as contributing to these statistics. It is clear that attracting and retaining women in the field is challenging; yet, it is crucial to push the discipline forward. The program outlined in this paper aims to address these disparities through a focus on recruiting women in their undergraduate years by prioritizing relationships, mentorship, and hands-on experience. At the core of the program are an intensive summer internship with partner corporations, cohousing of subsets of students living together in housing provided by the program, and targeted matching with a mentor from a technology field. In addition, the program coordinates a variety of networking, professional development, cultural, and social events throughout the summer and academic year, designed to facilitate exposure to professional opportunities. In this paper, we discuss the program as well as evaluation processes and findings from a mixed-methods evaluation focused on activities from the 2018-2019 cohort. This evaluation includes program administrative data, baseline and post-program survey data from three program sites and focus group data. We focus on the effect of program activities on educational and career trajectories of women in computing, as well as methodological strategies used. As our data depict, this program had clear and positive effects on participants’ self-efficacy, interpersonal and professional skills, mentor relationships, and exposure to career opportunities.

SSRI).She serves as a project manager and researcher for both qualitative and quantitative evaluation and research efforts, in partnership with community-based programs as well as campus-

Care plans can reduce care fragmentation for children with medical complexity (CMC); however, implementation is challenging. Mobile health innovations could improve implementation. This mixed methods study’s objectives were to (1) evaluate feasibility of mobile complex care plans (MCCPs) for CMC enrolled in a complex care program and (2) study MCCPs’ impact on parent engagement, parent experience, and care coordination. MCCPs were individualized, updated quarterly, integrated within the electronic health record, and visible on parents’ mobile devices via an online portal. In 1 year (September 1, 2016, to August 31, 2017), 94% of eligible patients (n = 47) received 162 MCCPs. Seventy-four percent of parents (n = 35) reviewed MCCPs online. Forty-six percent of these parents (n = 16) sent a follow-up message, and the care team responded within 8 hours (median time = 7.2 hours). In interviews, parents identified MCCPs as an important reference and communication tool. MCCPs for CMC in a complex care program were feasible, facilitated parental engagement, and delivered timely communication.