Authors in this Special Issue of the Infant Mental Health Journal shared the work of the first three cohorts of Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) grantees funded by the Administration for Children and Families. Since 2010, Tribal MIECHV grantees have served families and children prenatally to kindergarten entry in American Indian and Alaska Native (AI/AN) communities across the lower 48 United States and Alaska. Articles highlighted challenges and opportunities that arose as grantees adapted, enhanced, implemented, and evaluated their home-visiting models. This article summarizes nine lessons learned across the articles in this Special Issue. Lessons learned address the importance of strengths-based approaches, relationship-building, tribal community stakeholder involvement, capacity-building, alignment of resources and expectations, tribal values, adaptation to increase cultural and contextual attunement, indigenous ways of knowing, community voice, and sustainability. Next steps in Tribal MIECHV are discussed in light of these lessons learned.

Interpersonal trust reflects a vital component of all social relationships. Trust has been linked to a wide variety of individual and group outcomes in the literature, including personal satisfaction and motivation, willingness to take risks, and organizational success (Dirks & Ferrin, 2001;Pratt & Dirks, 2007;Simpson, 2007). In this dissertation I tested a new conceptual model evaluating the roles of attachment, propensity to trust, perceived similarity of trustee to self, and social exchange processes in trust development with randomly assigned, same-sex undergraduate roommates. Two hundred and fourteen first-year students (60% female, 85% Caucasian, mean age = 18) at a large south-eastern university completed self-report measures once per week during the first five weeks of the fall semester. Perceived similarity measured the second week of classes and social exchange measured three weeks later combined to provide the best prediction of participants' final trust scores. Attachment and propensity to trust, more distal predictors, did not have a significant relationship with trust. This study demonstrated that trust is strongly related to perceived similarity, as well as social exchange. A prime contribution of this study is the longitudinal, empirical test of a model of trust development in a new and meaningful relationship. Future work may build on this research design and these findings by focusing on early measurement of constructs, measuring dyads rather than individuals, and incorporating behavioral measures of trust.

Prior studies on students' perception of open educational resources (OERs) indicates that students find open resources as good or better than commercial textbooks (Hilton, 2016). However, studies published to date have not attempted to control for student knowledge of cost as a variable influencing perception of quality. The purpose of this study was to evaluate students' perception of the quality of brief, de-identified open and commercial textbook samples, then determine whether their preferences changed after learning textbook costs. As part of an in-class activity, students enrolled in an introductory-level psychology course reviewed samples of two commercial and two open textbooks. Participants rated the materials on quality measures (Gurung and Martin, 2011), selected a preferred textbook, and provided a rationale for their choice. Next, participants were informed of the cost of each textbook and asked to re-rate textbook quality and indicate whether their textbook preference had changed. Prior to learning the cost of the textbooks from which each sample was selected, 81.29% of responding participants indicated preference for a specific commercial text, citing quality factors related to quality/clarity of writing, book layout, and quality of figures as primary drivers of preference. Following the cost reveal, only 42.46% of responding participants indicated a preference for a commercial textbook while 57.53% indicated a preference for an open textbook. An exact McNemar's test determined that this was a statistically significant difference in the proportion of respondents who selected open and commercial texts before and after price data were available, p < 0.01. Qualitative comments for participants who indicated a preference shift toward the open textbook referenced cost and quality of the materials as components of their decision-making, supporting previous studies that demonstrate cost is an important predictor of students' textbook preferences (Clinton, 2019). Regression analysis showed that visual appeal, engaging writing, and clarity of writing predicted participants' desire to use the text in class, but quality of examples was only a significant predictor for one of four texts. Suggestions for future research are discussed.

In this article, Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) grantees share strategies they have developed and adopted to address the most common barriers to effective measurement (and thus to effective evaluation) encountered in the course of implementation and evaluation of their home-visiting programs. We identify key challenges in measuring outcomes in Tribal MIECHV Programs and provide practical examples of various strategies used to address these challenges within diverse American Indian and Alaska Native cultural and contextual settings. Notably, high-quality community engagement is a consistent thread throughout these strategies and fundamental to successful measurement in these communities. These strategies and practices reflect the experiences and innovative solutions of practitioners working on the ground to deliver and evaluate intervention programs to tribal communities. They may serve as models for getting high-quality data to inform intervention while working within the constraints and requirements of program funding. The utility of these practical solutions extends beyond the Tribal MIECHV grantees and offers the potential to inform a broad array of intervention evaluation efforts in tribal and other community contexts.

This paper describes a framework for educating future evaluators and users of evaluation through community-engaged, experiential learning courses and offers practical guidance about how such a class can be structured. This approach is illustrated via a reflective case narrative describing how an introductory, undergraduate class at a mid-size, public university in the northwest partnered with a community agency. In the class, students learned and practiced evaluation principles in the context of a Parents as Teachers home visiting program, actively engaged in course assignments designed to support the program's evaluation needs, and presented meta-evaluative findings and recommendations for future evaluation work to the community partner to conclude the semester. This community-engaged approach to teaching evaluation anchors student learning in an applied context, promotes social engagement, and enables students to contribute to knowledge about effective human action, as outlined in the American Evaluation Association's Mission.