This article provides an executive summary of the American Psychological Association (APA)-approved 2017 revision of the Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology. The guidelines were developed by the Society of Consulting Psychology (SCP), Division 13 of the American Psychological Association, to provide updated guidance and recommendations for education and training of doctoral-level consulting psychologists. This article provides an overview of the complete guidelines, reviews the process by which the guidelines were generated, and identifies some of the important contextual factors involved in this work, including overarching principles; the concept of individual, group, and organizational levels; and specific consulting psychology competencies.

This study examined how adjunct faculty understand and apply learner-centered pedagogy and the institutional factors that impact their capacity to learn and apply learner-centered teaching. Adult Learning Theory provided the theoretical framework for the study. Semi-structured interviews were conducted with seven adjuncts from the College of Arts and Sciences at a private, four-year university in New England. The transcripts were analyzed using interpretive phenomenological analysis (IPA) and four major findings emerged from the analytic process: (a) the participants demonstrated a limited understanding of the principles of learner-centered pedagogy; (b) the participants demonstrated a limited use of learner-centered instructional practices; (c) institutional factors impacted their capacity to learn and apply learner-centered teaching; and (d) the participants were characterized by adjunct types that reflected the unique needs and interests of each cohort relative to teaching and learning. These findings were examined within the context of the framework of Adult Learning Theory and situated within the extant literature. They suggest opportunities for enhancing adjuncts' understanding and application of learner-centered pedagogy to enhance their teaching effectiveness and to improve student learning outcomes.