Abstract: Objective: To identify impacts of an on-line education program thus informing campus prevention initiatives. Participants: 340 college students (including 43 higher risk) completed a follow-on survey after their use of Alcohol101+, a free on-line alcohol education program. Methods: Participants completed eight questions on alcohol use and risk reduction behavior and reflections regarding alcohol use. Paired samples analysis examined participants’ behavior and reflections from using Alcohol101+ to the follow-on assessment. Responses to five open-ended questions provided insights into students’ learning. Results: Statistically significant differences were found with risk reduction strategies. Malleability in students’ self-reflection linked to the Stages of Change model are found. Qualitative findings demonstrated areas of learning and gaps in students’ knowledge. Conclusions: Implementing an on-line program affects behaviors that reduce risk and helps students challenge attitudes about personal alcohol use. Knowledge gaps about alcohol and responsible decisions provide opportunities to design needs-based interventions and conduct exploratory discussions.

Abstract: Adolescent friendships enhance quality of life and can be arguably even more crucial for neurodivergent individuals who often report struggling with social exclusion and loneliness (McCausland et al., 2020). Close friendships within this population can combat said barriers by increasing feelings of happiness (Fulford & Cobigo, 2016), self-confidence (Lafferty et al., 2013), and community engagement (Athamanah et al., 2019), yet not much is known about the qualities that define these friendships or make them long-lasting (Josol et al., 2022). Semi-structured interviews and standardized assessments were conducted with neurodivergent adolescents to: (a) understand the perspectives and definitions of friendship, and (b) examine whether adolescents’ social skills and dyadic friendship quality predict whether a friendship remains stable over a 2-month period. Results suggest that neurodivergent adolescents understand friendship as a multidimensional, highly valued relationship, characterized by mutual respect, support, and reciprocal interactions. Most friendships did not remain stable over the two-month period, and this instability was not explained by adolescents’ social skills or their perceived friendship quality.

Abstract: Future educators need opportunities to refine professional skills during preparation, and practice-based pedagogy (PBP) plays a central role. This study explores the outcomes of a department-wide initiative to expand PBPs across educator preparation programs. Five faculty from diverse disciplines participated in sustained professional development, engaging in collaborative exploration, curriculum redesign, and iterative reflection. Using an action research design, faculty incorporated PBPs while 135 students contributed data through journals, course evaluations, and exit interviews. Thematic and constant comparative analysis revealed that candidates showed greater engagement, improved application of theory, and increased confidence in enacting professional skills. Faculty reported benefits such as stronger collaboration, purposeful use of rehearsal and video, and decomposition of standards into actionable practices. These outcomes advanced departmental goals of enhancing educator readiness and student participation. Findings underscore the value of sustained faculty support and collaborative, programmatic approaches to PBPs for effective educator preparation.