Multiple recruitment strategies are often needed to recruit an adequate number of participants, especially hard to reach groups. Technology-based recruitment methods hold promise as a more robust form of reaching and enrolling historically hard to reach young adults. The TARGIT study is a randomized two-arm clinical trial in young adults using interactive technology testing an efficacious proactive telephone Quitline versus the Quitline plus a behavioral weight management intervention focusing on smoking cessation and weight change. All randomized participants in the TARGIT study were required to be a young adult smoker (18-35 years), who reported smoking at least 10 cigarettes per day, had a BMI < 40 kg/m2, and were willing to stop smoking and not gain weight. Traditional recruitment methods were compared to technology-based strategies using standard descriptive statistics based on counts and proportions to describe the recruitment process from initial pre-screening (PS) to randomization into TARGIT. Participants at PS were majority Black (59.80%), female (52.66%), normal or over weight (combined 62.42%), 29.5 years old, and smoked 18.4 cigarettes per day. There were differences in men and women with respect to reasons for ineligibility during PS (p < 0.001; ignoring gender specific pregnancy-related ineligibility). TARGIT experienced a disproportionate loss of minorities during recruitment as well as a prolonged recruitment period due to either study ineligibility or not completing screening activities. Recruitment into longer term behavioral change intervention trials can be challenging and multiple methods are often required to recruit hard to reach groups.

Objective: In this study, we investigated the implementation of project‐based learning (PBL) activities in four secondary science, technology, engineering, and mathematics (STEM) education settings to examine the impact of inquiry based instructional practices on student learning. Method: Direct classroom observations were conducted during the 2013–2014 school year in STEM Traditional Courses, a STEM Platform School, an Engineering Optional Program (EOP), and a Virtual STEM Academy (VSA) to measure teacher instructional practices (School Observation Measure) and student engagement (The Rubric for Student‐Centered Activities). Results: The four approaches to STEM education showed significant differences in their implementation of PBL, with the EOP and VSA having higher incidences of PBL activities. Additionally, higher‐level questioning strategies, higher‐order instructional feedback, and integration of STEM subject areas was absent or rarely observed. Conclusions: Components of PBL are missing in STEM education, in traditional and non‐traditional STEM courses. In‐service teachers may benefit from professional development that enhances their understanding of PBL activities to maximize student learning opportunities.

ObjectiveTo evaluate whether a behavioral weight management program combined with a smoking cessation program delivered via interactive technology could prevent post-cessation weight gain.Methods330 young adult smokers age 18 to 35 were randomized to a smoking cessation program alone (Comparison group) that included behavioral counseling and nicotine replacement or to a behavioral weight management program adapted from the Look AHEAD trial plus the same smoking cessation program (Intervention group).ResultsTARGIT randomized 164 to the Comparison and 166 to the Intervention group respectively. On average the participants gained +0.91 kg after 24 months in the trial (Comparison group +1.45 kg and Intervention group +0.32, p = 0.157). The only variable systematically affecting weight change over time was smoking abstinence, where those that were abstinent on average gained 0.14 kg more per month compared to those who continued to smoke (p < 0.001). In exploratory analyses, the Intervention participants who were abstinent at 6 months had numerically smaller weight gains compared to abstinent Comparison participants, but these differences were not statistically significant.ConclusionsProviding an intensive weight gain prevention program combined with a smoking cessation program via interactive technology was not associated with greater long-term weight gain prevention.

We tested an adapted version of social-cognitive career theory (SCCT; Lent et al., 1994, 2000) with a self-selected, diverse sample of middle-school students attending a Saturday STEM Academy asking, “Is SCCT valid for examining career choice goal-intentions among a sample of students already expressing interest in math and science-related subjects and careers?” According to SCCT, choosing a STEM-related career involves the complex interplay of personal and contextual factors, many of which become increasingly salient during the middle-school years. There is reason to believe that SCCT may function differently for students who are self-selected, such as those found in the present sample. Main findings in the full regression model showed that math/science motivation (T1), family support for engineering (T1), outcome expectancies (T2), and interest (T2) were significant predictors of (T2) goal intentions; whereas self-efficacy was non-significant as has been shown in much previous research. Relatedly, we found several measurement issues with the SCCT variables among this sample, thus partially answering the larger research question. Implications of the present findings and suggestions for future research are discussed in the context of the career-choice literature, theoretical and practical implications of SCCT, and relatedly, possible measurement issues arising from using SCCT with self-selected, middle-school samples.

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