Purpose We describe the structure, implementation, and initial evaluation of a formal residency research certificate program (RRCP) designed to further advance residents’ knowledge and skills in research in an effort to better prepare residents for research involvement during their careers. Summary Pharmacy residency programs vary in the degree of emphasis on research education and training and the structure of resident research activities. Limited data describing formal research education and training for pharmacy residents are available. To better educate and prepare residents in the research process, State University of New York Upstate University Hospital developed and implemented a formal RRCP designed to educate and train residents in essential areas of the research process. Research seminars are delivered by preceptors with experience and training in research throughout the academic year to align with residency project tasks. Residents are also required to complete at least 1 residency project and submit a manuscript suitable for publication in a peer-reviewed journal. Upon successful completion of the program and project requirements, residents earn a certificate of completion. Initial data collected through formal resident assessments before and after RRCP completion demonstrated significant improvement in research knowledge (from an average score of 61.3% out of 100% to an average score of 84.7%, P = 0.002). Conclusion Post-RRCP assessment showed improvements in residents’ confidence in several areas of research, including but not limited to research project design, ethical and regulatory principles of research, data collection, selection of appropriate statistical tests, manuscript writing, and the publication process. Residents strongly agreed that the RRCP improved their overall knowledge and perceptions of research.

This article describes the inaugural year of a cross‐cultural after‐school program that used a problem‐solving, project‐based pedagogy to promote meaningful interactions between immigrant middle school students and their urban, low‐income peers. The program relied on the students' local knowledge as they worked together to create social maps of their school and a multilingual video against gossip. These collaborations used local literacies to promote a multicultural perspective.

This article describes an after‐school program in which immigrant and urban low‐income middle school students collaborated to create social maps of their school and to produce a multilingual video against gossip. These literacy‐based projects combined critical pedagogy and culturally relevant pedagogy to promote meaningful interactions between young people from different cultural and linguistic backgrounds. The data presented reveal the potential power of learning environments that use the cultural and social resources of nonmainstream youth to promote agency and engagement.

This study investigated how an interdisciplinary first‐year seminar focused on representations of schooling in popular culture supported the acquisition of an academic version of critical media literacy. The authors explore how tapping into students’ funds of knowledge, constructing carefully scaffolded assignments, and offering targeted, personalized feedback allowed the instructors to support students as they acquired academic and critical media literacy through recursive acts of meaning making. Findings suggest that implementing these practices may help students perform close counterreadings of media texts and compose evidence‐based arguments that examine the clear and hidden lessons that these texts teach.

No abstract