dianapolis (UIndy). Saqib received his Ph.D. in Mechanical Engineering from Colorado School of Mines (CSM), focusing on "Optical Diagnostics of Lithium-Sulfur and Lithium-Ion Battery Electrolytes using Attenuated Total Reflection Infrared Spectroscopy". He likes to use innovative pedagogical techniques to facilitate student learning.

for INSPIRE (the Institute for P-12 Engineering Research and Learning). She has a BSc in Mathematics from the University of Puget Sound and an MS and PhD in Industrial Engineering from the University of Washington. Her research focuses on: parents' roles in engineering education; engineering learning in informal environments; engineering design education; and mathematical thinking in engineering.

AIMThe purpose of this study was to identify factors influencing the decision to teach lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in baccalaureate nursing programs and determine priority areas for future intervention.BACKGROUNDLGBTQ people face a variety of health disparities. Lack of LGBTQ-focused education in nursing schools contributes to these disparities.METHODUsing the theory of planned behavior as a framework, nurse educators from across the United States (n = 111) were surveyed on concepts that influenced their intention to teach LGBTQ content.RESULTSAverage scores on items related to barriers, outcomes, control, norms, and attitudes were found to significantly correlate with the intention to teach LGBTQ content.CONCLUSIONParticipants reported positive attitudes and some measure of control over curricula but did not indicate an intent to incorporate LGBTQ content. Lack of time, knowledge/competence, resources, and training were barriers. A toolkit to facilitate teaching LGBTQ content may increase inclusion in nursing curricula.

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