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User experience (UX) is often cited as one of the fastest growing occupations, creating opportunities across nearly every sector for individuals skilled in the application of user-centered design principles and methods. Many information and library schools have responded to this demand by introducing more UX coursework into their curriculum, but the proliferation of agile software development and lean product design has incentivized organizations to look for experienced individuals for UX roles, even those that are considered entry-level. As a result, aspiring information professionals face a paradoxical situation in which they are required to have UX experience before they can gain UX experience. This article provides an assessment of one institution's efforts to overcome this experience gap by offering opportunities for students to participate in three types of authentic clientfacing UX projects. Through surveys of students and clients served over four academic years, we provide a set of lessons learned and recommended best practices for incorporating project-based learning opportunities into UX courses.

Objective. To describe the design and evaluation of a program implemented to ready clinical faculty members to use entrustable professional activities (EPAs) for teaching and assessment in experiential education. Methods. The school adopted a set of EPAs for faculty members to implement in advanced pharmacy practice experiences (APPEs), and then delivered a two-session faculty development program to ensure faculty members' readiness to implement the EPAs. To determine the success of the faculty development program, qualitative analysis of the moderated discussion held during the program was conducted, post-program and follow-up surveys were administered, and the results of the pilot implementation of EPAs were analyzed. Results. Eleven faculty members participated in the development program, and 10 of them completed the pilot implementation of EPAs and the follow-up survey after completing three APPE blocks. All faculty members responded that the program prepared them to apply what they learned about EPAs to their practice setting in both the post-program and follow-up surveys. In the follow-up survey, 80% of faculty members reported that they were confident in correctly applying what they learned from the program to the EPA pilot, and 100% answered a hypothetical application question correctly. Forty students participated in the pilot implementation of EPAs. Of these, 95% were directly observed by faculty members before making an entrustment decision, and 100% received feedback on their performance. Conclusion. The faculty development program was effective in preparing faculty members to implement the EPA framework in experiential teaching and use the entrustment rubric.

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