A version control system records changes to a file or set of files over time so that changes can be tracked and specific versions of a file can be recalled later. As such, it is an essential element of a reproducible workflow that deserves due consideration among the learning objectives of statistics courses. This paper describes experiences and implementation decisions of four contributing faculty who are teaching different courses at a variety of institutions. Each of these faculty have set version control as a learning objective and successfully integrated one such system (Git) into one or more statistics courses. The various approaches described in the paper span different implementation strategies to suit student background, course type, software choices, and assessment practices. By presenting a wide A c c e p t e d M a n u s c r i p t range of approaches to teaching Git, the paper aims to serve as a resource for statistics and data science instructors teaching courses at any level within an undergraduate or graduate curriculum.

Solutions to the most pressing global issues require creative innovators, critical thinkers, and problem-solvers. Yet rural communities globally often lack the resources to provide adequate STEM design-thinking coursework at the primary and secondary school level. Ignite is a novel approach to STEM curricula, providing a framework that addresses this disparity by using design thinking. Students are empowered to understand the sustainable development goals (SDGs) through the development of technological solutions to community or health problems; problems they may relate to or directly experience. Each Ignite curriculum follows a basic formula: (1) students learn a specific set of engineering skills, (2) students work in teams to use the human-centered design process, and (3) they develop a solution to a (SDG) using the engineering skills they learned. Ignite began with just four undergraduate students who participated in a design-thinking biomedical engineering course taught at Duke University. Through evidence-based peer-led co-learning model, 79 additional students from Guatemala and the U.S. have become trainers and have taught more than 1,500 students across 16 schools in Guatemala since 2017 with preliminary data suggesting the program has a positive impact on student perceptions of STEM in the inaugural school where Ignite was launched, Instituto Indigena Nuestra Senora del Socorro (IINSS). Preliminary data suggests that this program is both scalable and sustainable due to its peer-led, student learning model and due to a local partner, FUNDEGUA, who is managing the implementation of Ignite locally in Guatemala.

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Potential for suicide risk can be a safety concern for patients in all health care settings. Inadequate training of nurses in suicide assessment and prevention is a serious patient safety concern. A non-randomized pre-/postintervention research design was used to measure the effects of education on non-psychiatric nurses' perceived self-efficacy in assessment and inquiry about suicide risk and in implementing suicide prevention strategies. The intervention was an educational module about suicide prevention and care delivered to non-psychiatric nurses employed on a neuro-trauma unit in an acute care urban hospital setting. Statistically significant increases occurred in the non-psychiatric nurse's self-efficacy in caring for the patient at risk for suicide. The outcomes of this project offer an important contribution to future research in the area of education about suicide prevention and care for non-psychiatric nurses, promoting safer outcomes for patients. [Journal of Psychosocial Nursing and Mental Health Services, 56(6), 43-51.].