The authors report that beliefs favoring the reciprocation of unfavorable treatment form a unitary factor that is distinct from beliefs favoring the reciprocation of favorable treatment. Individual differences in endorsement of this negative reciprocity norm were related to (a) beliefs that people are generally malevolent; (b) inclination toward anger in everyday life; (c) anger, disagreement, and ridicule directed toward a new acquaintance who treated participants unfavorably; and (d) reduced anxiety, positive emotional engagement, and encouragement of a new acquaintance who treated participants favorably. These findings suggest that individual differences in endorsement of the negative norm of reciprocity influence the extent of vengeance.

Assessing the work of teaching and learning centers is crucial to maintain the support of our institutions; however, collecting and interpreting the right data can be a challenge. This chapter explores practical strategies for integrating assessment into daily work flow in order to generate information that accurately measures our impact, helps others understand and value our work, and enables us to improve what we do, without creating a major “add‐on” task. We discuss ways to measure, track, and report work, and share means to use data for both summative and formative purposes that we hope will make the work of faculty developers easier, better, and appreciated.

Educational developers can help create a cadre of well‐prepared new professionals by mentoring them during graduate study. Through an educational development intern position, we created a mentorship opportunity for graduate students interested in the field of educational development as a career opportunity. Teaching center staff, participating graduate student interns, and the field of educational development benefited from the model.

Objective. To assess a training seminar developed to prepare pharmacy instructors to facilitate online discussions. Design. A 2-part seminar was developed to train faculty members and teaching assistants to facilitate online case-based discussions. A preseminar survey instrument was distributed to potential attendees and a postseminar survey instrument was given to those who attended the seminar. Assessment. Twenty (91%) instructors completed the preseminar survey instrument. Eleven of these instructors attended at least 1 session of the seminar and indicated that the didactic and/or application portions were either ''helpful'' or ''very helpful.'' These faculty members and teaching assistants also completed the postseminar survey instrument and conveyed a significant increase in level of comfort in their ability to facilitate online case-based discussions (p50.004). The 3 most frequently perceived barriers to online teaching remained consistent despite training or teaching experience. Conclusions. After attending a training seminar and/or facilitating an online case discussion, participants' comfort level in their ability to teach online increased. Further study of the impact of faculty development programs on teaching effectiveness and student satisfaction with online pharmacy education is warranted.

No abstract