Taking Stock of Interpretation Research: Where Have We Been and Where are We Heading?

We reviewed all manuscripts published within the Journal of Interpretation Research from 2010 to 2019 to identify lessons learned from the past decade and to propose future directions to advance the field. The last decade of the Journal featured a wide diversity of studies, including evaluations of interpretive programs and trainings, examinations of specific interpretive techniques, and various other related topics. We summarize the decade’s contributions and share lessons learned associated with interpretive techniques; organizational practices; professional development; diversity, equity, inclusion, and justice; visitor characteristics; and motivating attendance at interpretive programs. We then identify eight areas for future research, including: (1) measuring more ambitious outcomes; (2) identifying effective practices for diverse audiences; (3) studying innovations through adaptive management; (4) examining intergenerational learning; (5) evaluating professional development; (6) conducting organizational studies; (7) investigating the politics of interpretation and sensitive topics; and (8) partnering on research for diversity, equity, inclusion, and justice.

Yes, You Can Get a Job With That Major! Goal 5 Strategies for Facilitating, Assessing, and Demonstrating Psychology Students’ Professional Development

The Summit on the National Assessment of Psychology was held on June 2016 to chart a path for assessing student achievement of the goals of the undergraduate psychology major. Our subcommittee was charged with identifying evaluation strategies and tools for students’ professional development, which included applying psychology to various careers; engaging in effective self-regulation, project management, and teamwork; and developing lifelong professional skills. In this article, therefore, we not only review a wide range of assessment tools for facilitating and evaluating professional development in psychology, but we also discuss the larger importance of the learning goal both to students and to public perceptions of psychology.

Customized Consultation to Enhance Teacher Educators' Techno-Pedagogical Skills

Educational technology is an indispensable element of higher education teaching. Teacher educators need knowledge and skills to design and successfully implement technology-enhanced learning. However, research reveals that professional development programs have only a low impact on teacher educators' teaching practice. An evaluation framework evaluating professional development training programs was implemented. The model evaluates training impact over four levels: participant's satisfaction, learning, and application of what was learned and connection of the training results to organizational outcomes. Consultation meetings varying in length, offered by the ICT unit, assisted teacher educators to integrate technology according to their content, style, and needs. They could also participate in courses designed and implemented by colleagues, group meetings, workshops, and online synchronous and asynchronous consultation meetings. The college's educational vision and integration of the PD program into the teacher educator's teaching practice were important factors for success.

Residency preceptor development and evaluation: A new approach

Purpose The design and implementation of a preceptor development program involving close collaboration by the pharmacy residency program director (RPD) and members of a residency advisory committee (RAC) are described. Summary In 2011 the Nebraska Medical Center (NMC) implemented a program to foster the development of preceptors’ teaching and clinical skills, as required by accreditation standards of the American Society of Health-System Pharmacists (ASHP). The RPD and RAC worked closely to define expectations of resident preceptors and a pathway for their transition from “conditional” to “primary” status. Among other program requirements, prospective (and new incoming) preceptors must (1) submit to the RAC a letter of interest in becoming a resident preceptor accompanied by an academic and professional record, (2) complete a new preceptor orientation session in which teaching concepts and principles are presented and discussed, and (3) obtain 10 preceptor education (PE) credits every two years. PE credits are earned through defined preceptor development opportunities including a teaching core and a clinical core focused on enhancing skills such as the application of therapeutic knowledge and conduct of clinical research. All preceptors are required to submit updated academic and professional records to the RAC every two years. The RAC audits 25% of preceptors to document attainment of PE credits and also conducts annual reviews of ASHP Resi-Trak summary evaluations of all preceptors and learning experiences. Conclusion The NMC program may serve as a model for other institutions in planning and evaluating professional development programs to ensure that preceptors maintain the skills and knowledge necessary to provide high-quality resident training.