By Beverly Iniguez-Conrique | July 11, 2017

This time a year ago, I was taking the last final exam of my undergraduate career! I was also preparing for the next chapter of my life as an ETRian in our Research/Science Department. Now that a year has gone by, I’m looking all over for where the time went. I guess time flies when you’re having fun!

Here are five things I’ve learned since being at ETR.

By Pamela Jakwerth Drake, PhD, & Marcia Quackenbush, MS, MFT, MCHES | September 22, 2016

First published on the EdSurge blog on July 20, 2016.

Students hold a lot of useful information that you can use to find out all kinds of things. Assess school climate or student engagement. Identify teaching strategies kids like best. Measure health behaviors and attitudes. Learn more about student interests. If you can gather this information, it can help you make better decisions about students.

Do you want to find out whether students feel their teachers are doing a good job of teaching? Whether students feel safe at school? Would you like to know students’ level of engagement and sense of belonging at the school? Do you want to gain a better understanding of student health risk behaviors so you can focus your health education programming in an efficient way?

A survey may be your answer. 

By ETR | July 19, 2016
Note: We're posting about some of the presentations ETR researchers and professional development specialists are offering at the Office of Adolescent HealthTeen Pregnancy Prevention Grantee Conference July 19-21.

ETR researchers are big fans of collaboration in program evaluation. “Collaboration can ensure that your evaluation design is realistic, appropriate and effective for the context,” explains ETR researcher Pam Drake, PhD.

She’ll be joining partners Mona Desai, MPH, from Children’s Hospital, Los Angeles, and Sarah Kershner, PhD, from the South Carolina Campaign to Prevent Teen Pregnancy, to discuss the ways collaboration has supported effective evaluations in several teen pregnancy prevention programs.

Here are some other ways collaboration helps.

By ETR | July 19, 2016
Note: We're posting about some of the presentations ETR researchers and professional development specialists are offering at the Office of Adolescent Health Teen Pregnancy Prevention Grantee Conference July 19-21.

Here’s a challenge facing anyone delivering evidence-based teen pregnancy prevention programs. Educators usually want to adapt programs to boost their relevance with the teens they’re working with. Program managers need to be sure any adaptations are done ways that maintain the fidelity and effectiveness of a program. If there is an evaluation component in the project, managers also need to be sure that adaptations have been noted and are taken into consideration when data is analyzed and reported.

How do you feel about fidelity monitoring of your teen pregnancy prevention programs? Have you faced challenges balancing these dynamics between adaptation and program fidelity?

By ETR | July 19, 2016
Note: We're posting about some of the presentations ETR researchers and professional development specialists are offering at the Office of Adolescent Health Teen Pregnancy Prevention Grantee Conference July 19-21.

Teen parents face a number of challenges. When a teen mother has a rapid repeat birth—a second (or more) child before age 20—the challenges become even greater. Almost 1 in 5 teen births is a repeat birth, and only about 1 in 5 sexually active teen mothers use the most effective birth control methods.

For the past 6 years, ETR researcher Pam Drake, PhD, has been collaborating with Children’s Hospital of Los Angeles (CHLA) Division of Adolescent and Young Adult Medicine on a project designed to support teen parents and prevent unintended repeat births. One strategy in the project is to increase the use of long-acting reversible contraception (LARC). These contraceptives, including IUDs and hormonal implants, are the most effective available today, and are safe for most women, including adolescents.

On Wednesday, July 20, Dr. Drake and co-presenters Mona Desai, MPH, Leslie Clark, PhD and Vivian Okonta, all from CHLA, are offering a poster describing how they measured the consistency of contraception use over time with the teen mothers participating in their project.

By ETR | July 18, 2016
Note: We’re posting about some of the presentations ETR researchers and professional development specialists are offering at the Office of Adolescent Health Teen Pregnancy Prevention Grantee Conference July 19-21.

“Evaluations don’t happen in isolation,” say ETR researchers Pam Drake, PhD and BA Laris, MPH. Programs need to involve developers, administrators, implementers and evaluators to come up with an evaluation plan that will produce meaningful results.

On Wednesday, July 20, they’ll be presenting a poster on A Team Approach to Data Collection and Evaluation Planning. “It’s important to think about both big-scope and smaller questions,” they explain. Here are some factors to keep in mind.

By John Shields, PhD, MSW | February 16, 2016

Last month, I attended the annual conference of the Society for Social Work & Research (SSWR) in Washington, DC. I saw some dear old friends and colleagues, attended a few lavish university receptions (free crab cakes, anyone?), and heard some great presentations on new science in the field of social work. But one session stands out—the launch of the Grand Challenges for Social Work Initiative.

By Betül Czerkawski, PhD | November 13, 2015
Associate Professor of Educational Technology, University of Arizona

In recent years there has been a strong emphasis on STEM (Science, Technology, Engineering and Math) education for a number of reasons. Strong STEM education allows us to:

• Train the workforce we need for the digital era
• Solve pressing and complex problems of our new digital world
• Compete economically with other nations
• Increase scientific research that will lead to innovation in all fields

STEM education has two key foci that provide support to all of these outcomes. The first is training new generations in STEM professions. How do we make sure our children and youth are ready to step up and lead in these fields?

The second is implementing strategies that develop computational thinking (CT) skills in all students—even those who are not planning to select STEM-related professions themselves.