Condensed Self-Study Report of University of Illinois at Chicago

Transcription

1 AAMS Cover Page Page 1 Condensed Self-Study Report of University of Illinois at Chicago University of Illinois at Chicago College of Pharmacy (M/C 874) 833 S. Wood St. Chicago Illinois Submitted to the Accreditation Council for Pharmacy Education 9/19/2014 at 5:31 p.m. Eastern time AAMS is a joint project of the American Association of Colleges of Pharmacy (AACP) and the Accreditation Council for Pharmacy Education (ACPE)

2 Table of Contents Page 2 Table of Contents College or School Profile on page 4 Self Study Summary College or School's Overview on page 6 Summary of the College or School's Self-Study Process on page 8 Summary of Compliance Status on page 10 Mission, Planning, and Evaluation 1.College or School Mission and Goals on page 11 2.Strategic Plan on page 15 3.Evaluation of Achievement of Mission and Goals on page 19 Organization and Administration 4.Institutional Accreditation on page 24 5.College or School and University Relationship on page 26 6.College or School and Other Administrative Relationships on page 30 7.College or School Organization and Governance on page 34 8.Qualifications and Responsibilities of the Dean on page 39 Curriculum 9.The Goal of the Curriculum on page Curricular Development, Delivery, and Improvement. on page Teaching and Learning Methods on page Professional Competencies and Outcome Expectations on page Curricular Core - Knowledge, Skills, Attitudes and Values on page Curricular Core - Pharmacy Practice Experiences on page Assessment and Evaluation of Student Learning and Curricular Effectiveness on page 75 Students 16.Organization of Student Services on page Admission Criteria, Policies, and Procedures on page Transfer of Credits and Waiver of Requisites for Admission with Advanced Standing on page Progression of Students on page Student Complaints Policy on page Program Information on page Student Representation and Perspectives on page Professional Behavior and Harmonious Relationships on page 103 Faculty and Staff 24.Faculty and Staff - Quantitative Factors on page Faculty and Staff - Qualitative Factors on page 112

3 Table of Contents Page 3 26.Faculty and Staff Continuing Professional Development and Performance Review on page 117 Facilities and Resources 27.Physical Facilities on page Practice Facilities on page Library and Educational Resources on page Financial Resources on page 133

4 Pharmacy College or School Profile Page 4 Pharmacy College or School Profile University of Illinois at Chicago 833 S. Wood St. Chicago Illinois Departmental/Divisional Structure Biopharmaceutical Sciences (BPS) Medicinal Chemistry and Pharmacognosy (MCP) Pharmacy Practice (PMPR) Pharmacy Systems, Outcomes and Policy (PSOP) Branch/Distance Campus Main Campus Rockford Campus President Information Robert Easter, PhD President, University of Illinois 1737 W. Polk St. 414 AOB MC 760 Chicago Illinois reaster@uillinois.edu (Ph.) (Fax) Provost Information Eric Gislason, PhD

5 Pharmacy College or School Profile Page 5 Interim Vice Chancellor for Academic Affairs and Provost 601 S. Morgan St 2832 UH UH, MC 105 Chicago Illinois gislason@uic.edu (Ph.) (Fax) Dean Information Jerry Bauman, PharmD Dean, UIC College of Pharmacy 833 S. Wood St. Suite 145 M/C 886 Chicago Illinois jbauman@uic.edu (312) (Ph.) (312) (Fax)

6 College or School's Overview Page 6 College or School's Overview College or School's Overview (since last comprehensive on-site evaluation) (School comments begin here) Jerry Bauman was appointed Dean of the UIC College of Pharmacy (COP) in Under his leadership the college expanded to Rockford and a number of strategic initiatives were launched. Mission, Planning, & Evaluation Faculty ratified the strategic plan in 2013 that included updated mission/vision statements and measurable objectives. A new assessment plan for the strategic plan was subsequently approved. The strategic plan established the Rockford campus. Organization & Administration In 2009, a new assistant dean of academic affairs was hired and directed to focus on assessment. The Office of Diversity Affairs was created to promote recruitment, retention and advancement of diverse faculty, students and staff, particularly underrepresented groups, and to oversee diversity activities. The Drug Information Group expanded services through the provision of prior authorization for non-formulary items contracting with the state of Illinois. Seven COP outpatient ambulatory pharmacies are fiscally healthy. They provide valuable community health care services as well as experiential practice sites. The UICentre was formed and fosters collaborative drug discovery and development across the campus. In 2013, the pharmacy administration department was renamed PSOP and the Dean established the Office of Professional Development for addressing student mentoring needs. In 2014, a new Associate Dean for Research was appointed and a search is underway to replace the former Associate Dean for Administration. Upcoming changes at the university and campus level are anticipated. The current UI president will retire, the UIC campus chancellor s term expires January 2015, and the Provost recently changed positions. Searches for replacements are underway. Since summer 2013, Dean Bauman has served as the interim vice president for health affairs. Since then UIC campus organizational structure changed, and the permanent position is now vice chancellor for health affairs who will oversee the Health Sciences Colleges, the University Hospital, and the Health Science System. Curriculum Major efforts toward PharmD program revision began in Progress was slow initially due to the Rockford campus expansion effort. In 2012, a Curriculum Revision Subcommittee began working with the EPC. In 2013, faculty approved 10 core professional competencies, prerequisites and an educational philosophy for the new curriculum. The process is beginning the final phase with expected implementation in fall Several joint degree and certificate options have been approved. Students can get specialty training in rural or urban pharmacy, or earn joint degrees with business (MBA), clinical and translational science (MSCCTS), and health informatics (MSHI), or through a dual degree in public health (MPH). A new physician s assistant (PA) option is being considered on the Rockford campus.

7 College or School's Overview Page 7 Students The COP continues to enhance the student experience. Efforts of the Office of Alumni Affairs and Advancement (OAAA) have resulted in excess of $100K in scholarship support. Also, the Dean has created a scholarship initiative, that, when funded, will allow over $300K/year to be distributed. Facilities on both campuses (e.g., classroom renovations, student lounges, distance technology enhancements, student spaces) have been upgraded. New student organization rooms were recently completed on both campuses. Regarding admissions, a new interviewing technique (MMI) enhances and standardizes student admission interviews. An admissions assessment plan is also being developed. Faculty & Staff The COP has recruited and retained outstanding faculty through efforts that support and cultivate them. In 2010, an overall COP faculty-mentoring plan was developed. Each department was charged with creating mentoring strategies for junior faculty. To enhance instructional approaches, the Office of Academic Affairs will open a teaching and learning center in the fall of An instructional designer will assist faculty to improve teaching and learning using technology. A new teaching award honoring the late professor Frederick Siegel was established to recognize instructional innovation. Despite declining research-funding dollars, research collaborations and initiatives have flourished. In FY13, the COP ranked 7th among COPs with $15.7M in sponsored research (NIH funding was $9.4 M [9th]). OAAA success has resulted in securing funding for 2 fully endowed faculty chairs, with 3 more committed chairs/professorships. Facilities & Resources Since 2007, fiscal management has allowed $1M per year in classroom upgrades and slightly under $1M per year in research and infrastructure renovations. Additionally, a $14M HVAC, electrical, and research renovation project is ongoing in Chicago ($6.5M from campus). Despite not being funded for a new building, the COP is reinvesting in its future to fulfill its teaching, research and practice missions.

8 Summary of the College or School's Self-Study Process Page 8 Summary of the College or School's Self-Study Process Summary of the College or School's Self-Study Process (School comments begin here) This self-study process was implemented to collect information about the College's professional degree program and to serve as a template for future recommendations and decisions. The completion of this self-study reflects a faculty-driven, broad-based endeavor. Many COP faculty members served on the Master Steering Committee or on one of the subcommittees. Dean Bauman appointed Dr. Nicholas G. Popovich, Associate Dean of Professional Development and Dr. Suzanne Soliman, Assistant Dean of Academic Affairs as self-study co-chairs and Dr. Marieke Schoen, Associate Dean of Academic Affairs as staff to the Master Steering Committee. Dr. Rosalyn Vellurattil, Assistant Dean of Academic Affairs was appointed as co-chair when hired into a job share with Dr. Soliman in August In May 2013, Drs. Popovich and Soliman met with Dr. Schoen and developed a self-study outline and timeline that was presented at the 2013 faculty retreat. In August 2013, Drs. Popovich, Schoen and Vellurattil attended an ACPE self-study workshop held in Chicago. Subsequently, an appeal was made to faculty seeking volunteers to chair six master steering committees or to volunteer for committees. Six subcommittees were formed, one for each section of the standards. Tentative faculty chair and committee member assignments were forwarded to department heads for their approval. The Pharmacy Student Council Presidents on the Rockford and Chicago campuses were provided with a Master Steering Committee roster and asked to nominate one to four students for each of the subcommittees. The COP Office of Advancement and Alumni Affairs was asked to recommend one alumni to serve on each of the six subcommittees. Each subcommittee was assigned an associate dean to support the functions and tasks of the committees by providing information and data needed for self-study preparation. Committee assignments were finalized in September. The names of individuals who served on the subcommittees are listed in Appx SS1. In October 2013, the Office of Academic Affairs held an ACPE self-study launch featuring J. Gregory Boyer, Ph.D., ACPE Assistant Executive Director and Director. The goal of the half day launch was to provide information to the faculty about the self-study process and prepare them for the task. Drs. Schoen and Popovich also presented information including an overview of subcommittee responsibilities, self-study timeline, and review of necessary materials. Faculty were provided with documents describing the composition of the Master Steering Committee and each of the six main areas of the self-study along with the purpose of the standards in each of the six sections. Members of the Master Steering Committee met in December 2013 with Drs. Popovich, Vellurattil, and Schoen. The chairs reviewed committee expectations, timelines and information on how to proceed with the self-study process. Group and individual meetings with subcommittee chairs occurred in February and March 2014 to monitor committee progress and provide further guidance as necessary. First draft deadlines of the individual subcommittee reports were set for March 14, An update on the progress of the self-study was provided at the April 25th faculty meeting by Dr. Vellurattil. The self-study chairs reviewed all of the drafts and sent comments and questions back to the subcommittee chairs. Second draft submissions were submitted in May At the 2014 May faculty retreat, each subcommittee chair presented their findings and indicated each committee s assessment and evaluation of the standards by section. Comments and suggestions from faculty were carefully considered from the ensuing discussion and incorporated as appropriate. A summary of self-study findings was presented to the COP National

9 Summary of the College or School's Self-Study Process Page 9 Advisory Board meeting in May 2014 by Dr. Schoen. From May-July the self-study co-chairs, Dr. Schoen and Dean Bauman reviewed and finalized the texts for each standard. Final drafts were then sent back to subcommittee chairs for input and approval. A final self-study document was sent to the faculty for review on July 25, 2014 and was approved on August 5, After approval of the faculty, the self-study will be shared via Blackboard with the entire student body, and will be presented at a Pharmacy Student Council meeting in early fall. Students will be invited to provide feedback/comment prior to the site team visit. Throughout the self-study process, the co-chairs collated and edited drafts of subcommittee reports. Administrative support, when needed, was provided by OAA, OSA, and OOD. The self-study process was met with several challenges including delayed submissions of drafts and data. We also were challenged using the template, rubric, and AAMS. Numerous redundancies were encountered, some items on the checklists were not clear to us, and the limitations on word count made it difficult to give a complete picture of UIC s story.

10 Summary of Compliance Status Page 10 Summary of Compliance Status Standards Compliant Compliant With Monitoring Mission, Planning, and Evaluation 1. College or School Mission and Goals 2. Strategic Plan 3. Evaluation of Achievement of Mission and Goals Organization and Administration 4. Institutional Accreditation 5. College or School and University Relationship 6. College or School and Other Administrative Relationships 7. College or School Organization and Governance 8. Qualifications and Responsibilities of the Dean Curriculum 9. The Goal of the Curriculum 10. Curricular Development, Delivery, and Improvement. 11. Teaching and Learning Methods 12. Professional Competencies and Outcome Expectations 13. Curricular Core - Knowledge, Skills, Attitudes and Values 14. Curricular Core - Pharmacy Practice Experiences 15. Assessment and Evaluation of Student Learning and Curricular Effectiveness Students 16. Organization of Student Services 17. Admission Criteria, Policies, and Procedures 18. Transfer of Credits and Waiver of Requisites for Admission with Advanced Standing 19. Progression of Students 20. Student Complaints Policy 21. Program Information 22. Student Representation and Perspectives 23. Professional Behavior and Harmonious Relationships Faculty and Staff 24. Faculty and Staff - Quantitative Factors 25. Faculty and Staff - Qualitative Factors 26. Faculty and Staff Continuing Professional Development and Performance Review Facilities and Resources 27. Physical Facilities 28. Practice Facilities 29. Library and Educational Resources 30. Financial Resources Partially Compliant Non Compliant

11 1. College or School Mission and Goals Page College or School Mission and Goals The college or school of pharmacy (hereinafter "college or school") must have a published statement of its mission, its goals in the areas of education, research and other scholarly activities, service, and pharmacy practice, and its values. The statement must be compatible with the mission of the university in which the college or school operates. These goals must include fundamental commitments of the college or school to the preparation of students who possess the competencies necessary for the provision of pharmacist-delivered patient care, including medication therapy management services, the advancement of the practice of pharmacy and its contributions to society, the pursuit of research and other scholarly activities, and the assessment and evaluation of desired outcomes. 2. College or School's Self-Assessment The college or school has a published statement of its mission; its long-term goals in the areas of education, research and other scholarly activities, service, and pharmacy practice; and its values. The mission statement is compatible with the mission of the university in which the college or school operates. The college or school's vision includes the development of pharmacy graduates who are trained with other health professionals to provide patient care services as a team. The college or school's vision and long-term goals include fundamental commitments of the program to the preparation of students who possess the competencies necessary for the provision of pharmacist-delivered patient care, including medication therapy management services, the advancement of the practice of pharmacy and its contributions to society, the pursuit of research and other scholarly activities, innovation, quality assurance and continuous quality improvement, and the assessment and evaluation of desired outcomes. The college or school's vision and goals provide the basis for strategic planning on how the vision and goals will be achieved. For new college or school initiatives, e.g., branch campus, distance learning, or alternate pathways to degree completion, the college or school ensures that: the initiatives are consistent with the university's and the college or school's missions and goals the same commitment to the instillation of institutional mission and academic success is demonstrated to all students, irrespective of program pathway or geographic location resources are allocated in an equitable manner 3. College or School's Comments on the Standard Focused Questions How the college or school's mission is aligned with the mission of the institution How the mission and associated goals address education, research/scholarship, service, and practice and provide the basis for strategic planning

12 1. College or School Mission and Goals Page 12 How the mission and associated goals are developed and approved with the involvement of various stakeholders, such as faculty, students, preceptors, alumni, etc. How and where the mission statement is published and communicated How the college or school promotes initiatives and programs that specifically advance its stated mission How the college or school supports postgraduate professional education and training of pharmacists and the development of pharmacy graduates who are trained with other health professionals to provide patient care as a team How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard Any other notable achievements, innovations or quality improvements Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms (School comments begin here) The University of Illinois at Chicago College of Pharmacy (UIC COP) mission statement (Appx 1.1) reflects our philosophy and vision for creating global leaders through its unique contribution and excellence in professional and graduate educational programs, our world-class research programs, and our emphasis on diversity and community engagement in urban and rural environments. The COP mission statement is congruent with the mission and scope of the UIC campus and University of Illinois system (Appx 1.2) and intends to create knowledge that transforms our view of the world and fosters scholarship and practices that reflect and respond to increasing US diversity in a rapidly globalizing world. Our college prepares students for a dynamic future, embraces and values excellence in research and teaching, and consistently demonstrates a commitment to engage constituencies and communities in an inclusive manner. Notably, 98% of alumni feel they would rate the overall quality of their educational experiences at COP as very good when reflecting on their pharmacy education (Appx 1.3), higher than that of peer schools at 92%. Our vision (Appx 1.4) states that The College produces global pharmacy leaders through its unique contributions and excellence in professional, residency, fellowship and graduate educational programs. We are proud of our faculty and alumni who have demonstrated an impressive array of professional accomplishments and are of national and international prominence. The COP recently developed a new strategic plan (Appx 1.5), which includes updated mission and vision statements and establishes clear and measurable strategic objectives. Approved on September 18, 2013 by the faculty, the strategic plan has been published on the college website ( pharmacy) and the college s magazine UIC Pharmacist." Each objective is linked to a responsible office, committee or individual, and establishes a time frame for task completion. Progress toward these objectives is reviewed by the Assessment Committee and twice yearly at a joint meeting of the College s Administrative Officers and Executive Committee. The new strategic plan describes the values of the College, identifying among these creativity and innovation in the core endeavors of education, research, the pursuit of science, our service to patients and other clients, in the management of our resources, and in the development of entrepreneurial endeavors that extend our mission. One of the strategic objectives specifically directs establishment of a faculty teaching and learning center to foster teaching excellence and assessment activities of the faculty. This demonstrates the college s commitment to quality assurance and continuous quality

13 1. College or School Mission and Goals Page 13 improvement through assessment and evaluation. Other areas that demonstrate our commitment to encouraging creativity and innovation include section 5.B.3, which emphasizes the importance of continued innovation and excellence in clinical practice, and section 5.B.4 which mandates the establishment of a new teaching award for instructional innovation. The Frederick P. Siegel Teaching Innovations Award has recently been established and demonstrates the college s promotion of the use of innovative teaching methods that enhance student learning and engagement. The 2013 recipient was Dr. Judy Bolton, Head of the Department of Medicinal Chemistry and Pharmacognosy. The Strategic Plan also lists Diversity, Justice and Inclusivity among the values of the College and has established the Diversity Strategic Thinking and Planning (DSTP) committee to promote a college community that fosters an inclusive and supportive environment to meet the needs of diverse stakeholders, including faculty, administrators, staff, students, preceptors, alumni, and others. The UIC COP DSTP report from February 2013 provided recommendations on how to promote diversity in the College core values and mission (Appx 1.6). In addition, the report identified areas needing attention, including the low racial/ethnic diversity of tenure-track faculty, especially for under-represented minority (URM) individuals (Appx 1.7). Finally, sections C.4 and C.5 of the Strategic Plan establish the College s commitment to maintaining excellence in scientific advancement, and advance the level of basic and applied science research in the college as factors that are critical for success. The COP has an internationally recognized research program. We have ranked in the top 10 NIH funded pharmacy programs for at least the last 15 years. As determined by strategic planning, our research focus includes drug and target discovery, drug delivery, outcomes & pharmacoepidemiology, and pharmacogenomics and translation research. Our primary research subjects are cancer, cardiology, infectious diseases, neurodegenerative and psychiatric diseases, and women s health. The College s commitment to research excellence is evidenced by the investment of $21 million ($19M Chicago; $2M Rockford) on research infrastructure since 2007, and a 13% increase in PhD student enrollment over the same time period. Most of our research is collaborative and involves faculty from different departments and colleges working together. These collaborative research groups are able to take their grants to the next level thanks to the knowledge and expertise of individuals with different perspective. This collaborative approach extends to the clinical areas as well and produces clinicians and researchers trained to work with other health professionals in providing patient care services as a team. The College is committed to continuing to provide an outstanding Doctor of Pharmacy curriculum to our students. In an effort to reinvigorate our excellent academic degree program, we are in the process of a major curriculum revision. In February 2014, the faculty approved ten core professional competencies for the new PharmD program (Appx 1.8) that illustrate our educational philosophy. COP values that are reflected in this list include professionalism (with explicit emphasis on ethics, integrity and accountability) leadership (including the individual s role in practice, within the profession and in their community), and life-long learning. Ongoing emphasis on our educational mission is demonstrated by the multiple degree and post graduate programs supported by the COP. Programs that train pharmacists include the PharmD program, the Pharmacy Practice Residency and Fellowship Programs and the joint degree programs that combine the PharmD with degrees in business administration (PharmD-MBA), clinical and translational science (PharmD-MS-CTS), health informatics (PharmD-MSHI) and research PharmD-PhD. In AY12-13, 15 PharmD students were enrolled in joint degree programs in the College. Graduate programs supported by the college include Medicinal Chemistry, Biopharmaceutical Science, Pharmacognosy and Pharmacy

14 1. College or School Mission and Goals Page 14 (Appx 1.9). Our outstanding Residency programs were established in 1968 and the list of positions assumed by more recent Pharmacy Practice Residents can be found at: education/residency_fellowship_program/positions_assumed_by.php. Further evidence of the college s commitment to education is found in the fellowships that support career-building experiences for post- PharmD, MS and pre- and post-phd trainees (Appx 1.10), in the scholarships awarded to students pursuing their PharmD and PhD degrees (Appx 1.11), and in the awards presented to pre-pharmd and pre-phd students for outstanding performance (Appx 1.12). Additionally, the College provides research assistant positions for 46 pre-phd trainees. The College provides continuing support for life-long education and professional development of faculty preceptors, alumni, and other pharmacists. This commitment is outlined in the Continuing Pharmacy Education (CPE) mission statement (Appx 1.13). The college also runs on-line CPE programs that can be found here ( Detailed information on the College s 2013 CPE programs is in Appx To foster professional development for administrators and faculty, the college hosts an annual 2-day faculty retreat that promotes communication, collaboration and good morale. Mentoring of junior faculty is a college priority and the College and departments have developed mentoring policies (Appx ). As described in our Mission Statement, the UIC COP provides leadership in education through development of educational experiences that support professionalization of all of our students in all of our programs. Two very unique programs that are available to our students are the The Urban Pharmacy (UPHARM) program (Appx 1.20) in Chicago and the Rural Pharmacy (RPHARM) program in Rockford. The UPHARM program is for students interested in working with urban underserved populations. It emphasizes understanding the special healthcare needs of patients in urban underserved areas and the challenges of working in those areas. The RPHARM program (Appx 1.21) is designed to train pharmacy students in the special needs of rural patients and hopes to encourage graduates of the program to practice in rural underserved areas after graduation. Another initiative that is being considered on the Rockford campus is a joint Physician Assistant (PA)/PharmD program. This initiative would enhance the desirability of the Rockford campus for incoming students and could provide another avenue to diversify the College s outstanding educational offerings. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

15 2. Strategic Plan Page Strategic Plan The college or school must develop, implement, and regularly revise a strategic plan to facilitate the advancement of its mission and goals. The strategic plan must be developed through an inclusive process that solicits input and review from faculty, students, staff, administrators, alumni, and other stakeholders as needed, have the support of the university administration, and be disseminated in summary form to key stakeholders. 2. College or School's Self-Assessment The program is in the process of or has developed, implemented, and regularly revises a strategic plan to advance its mission and long-term goals. The strategic planning process is inclusive, soliciting input and review from faculty, students, staff, administrators, alumni, and other stakeholders as needed, has the support of the university administration, and is disseminated in summary form to key stakeholders. The strategic plan of the college or school is aligned with the university's strategic plan. Substantive changes are addressed through the strategic planning process, taking into consideration all resources (including financial, human, and physical) required to implement the change and the impact of the change on the existing program. Consultation with ACPE occurred at least six months before recruiting students into new pathways or programs. The college or school monitors, evaluates and documents progress toward achievement of strategic goals, objectives, and the overall efficacy of the strategic plan. 3. College or School's Comments on the Standard Focused Questions How the college or school's strategic plan was developed, including evidence of the involvement of various stakeholder groups, such as faculty, students, preceptors, alumni, etc. How the strategic plan facilitates the achievement of mission-based (long-term) goals How the college or school's strategic plan incorporates timelines for action, measures, responsible parties, identification of resources needed, and mechanisms for ongoing monitoring and reporting of progress How the college or school monitors, evaluates and documents progress in achieving the goals and objectives of the strategic plan How the support and cooperation of University administration for the college or school plan was sought and achieved, including evidence of support for resourcing the strategic plan? How the strategic plan is driving decision making in the college or school, including for substantive changes to the program How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard

16 2. Strategic Plan Page 16 Any other notable achievements, innovations or quality improvements Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms. (School comments begin here) The vice provost for planning and programs coordinates strategic planning at the campus level and works with colleges and other units for specific plans and with the Chancellor s office for full campus strategic planning. The current strategic thinking and planning processes for the UIC campus have been ongoing since 2005 (see: [current] and earlier documents at The UIC Campus Strategic Plan is available at: (Appx 2.1). Flowing from the University s strategic plan and utilizing a broad, consultative process in 2012, the Chancellor introduced a set of six overarching goals for the campus. 1. Focus on our academic excellence, student access and student success 2. Emphasize transformative impact and the social good 3. Grow our translational, entrepreneurial and engaged research and discovery enterprise to include many approaches to knowing 4. Foster diversity and a global perspective 5. Honor and partner with Chicago and the State of Illinois to enhance the human condition of its citizens 6. Innovate within to build greater efficiencies and future strengths. As part of the multi-year campus Diversity Strategic Thinking and Planning (DSTP) process introduced in 2008, interrelated goals and actions to foster diversity across the UIC campus are described in the 2012 report, A Mosaic for UIC Transformation: Diversity Strategic Plan available at: oaa/diversity_planning/a%20mosaic%20for%20uic%20transformation%20dsp% %20draft %20Final.pdf. In 2009, Dean Bauman appointed the UIC COP Diversity Strategic Thinking and Planning Committee, comprised of faculty, staff and students. This group was recharged in 2011 (continuing until the present) as the UIC COP Diversity Strategic Planning Committee. Under leadership of the UIC COP Office of Diversity Affairs, the final report of the DTSP (i.e., Diversity Strategic Plan Recommendations) was approved and ratified by College faculty in March The implementation phase is described in (Appx 2.2). To achieve the goals of the report, the following committees were constituted: Promotion and Tenure, Teaching and Learning, Professional and Graduate Student Recruitment and Retention, Academic Professional and Staff, Marketing and Advancement. The current UIC COP Strategic Plan (Appx 1.5) was developed in alignment with the University s Strategic Plan and the chancellor s overarching goals. As the University s plan is updated (with upper university administration in a transitional period), the College Strategic Plan will be reevaluated to ensure it dovetails with the UIC campus plan, while strategically addressing issues relevant to pharmacy education, research, and service. The strategic plan addresses short-term strategic goals and objectives that are key to advancing the College s mission and goals. The strategic goals and objectives differ from the College s mission and goals. The mission statement and vision statement for the College of Pharmacy are incorporated on page 3. The remainder of the Strategic Plan describes values, critical success factors, environmental influences, and strategic objectives to achieve the mission and goals.

17 2. Strategic Plan Page 17 Strategic planning should be continuous, involve key stakeholders, be based on environmental assessments including strengths, weaknesses, opportunities, and threats (SWOT) analysis. Current strategic planning initiatives for the UIC COP began in January 2012, including a faculty survey instrument to determine strategic priorities. Dean Bauman and college administrative officers (i.e., associate deans and vice deans, department heads, and center directors) generated an initial list of strategic issues, questions, and directions for discussion with the broader faculty in the priority-setting process. All college faculty (tenure-track, research- and clinical-track; full-time or part-time appointments, including faculty with senior administrative appointments) were invited to participate in the survey (conducted March-April 2012). Faculty rank ordered strategic issues they deemed important. Discussion of the survey results was held at the annual faculty retreat in May 2012, followed by eight faculty-facilitated topic breakout sessions. An environmental assessment was also conducted at the retreat. Results from faculty discussion at the retreat were compiled and used to modify the draft planning document. An iterative review and deliberation process ensued and the strategic plan draft continued to evolve over the course of the following year. The AACP Faculty Survey was administered as strategic planning initiatives were underway. It showed that 78% of respondents agreed or strongly agreed with the statement that, The college/school effectively employs strategic planning (10% were unable to comment). A total of 72.7% agreed or strongly agreed with the statement, The college/school requested my input during the development of the current strategic plan (13.6% were unable to comment) (Appx 1.3). The draft strategic plan document was discussed in individual departmental faculty meetings and communications and reviewed by Administrative Officers, the faculty and the Executive Committee on multiple occasions. Input from key stakeholder groups was solicited. Feedback was provided several times by the College of Pharmacy s National Advisory Board and its Alumni Board. Salient suggestions from these groups were integrated into revisions of the strategic plan document. Student feedback on student-related issues was obtained via discussions during student class forums and with the Pharmacy Student Council. Subsequently, a joint committee of the Executive Committee and Administrative Officers of the College approved the final document in August The final draft was submitted to the full faculty in advance, presented and ratified unanimously by voting members in attendance at the September 2013 College faculty meeting. Subsequently, the strategic plan performance assessment methods and a detailed plan for assignment of responsibilities, tasks and deadlines were developed. The strategic plan performance assessment metrics document was developed and then presented for approval in February 2014 by the College Administrative Officers and Executive Committee, as they are the individuals with responsibility for oversight of most of the strategic initiatives. It was then vetted and approved at the March 2014 meeting of the College Assessment Committee. It was presented to the College faculty at the June 2014 College faculty meeting and approved (Appx 2.3). Strategic plan performance assessment metrics were drafted pertaining to strategic objectives for: Doctor of Pharmacy (PharmD) students, graduate students (i.e., Master of Science and Doctor of Philosophy), faculty, research, facilities, global partnerships, marketing and advancement, the practice of pharmacy, and operational efficiency. Administrative responsibility is listed for each strategic objective as is a target date for completion. The expansion of the PharmD program and other College programs to Rockford emanated from the UIC COP Strategic Plan (Appx 2.4). The process was described on page 6 in the UIC College of Pharmacy Rockford Self-Study, December 2009 (Appx 2.5), which was submitted for the

18 2. Strategic Plan Page 18 ACPE Evaluation Team Visit Spring In April 2014, College faculty supported the investigation of a possible joint PharmD/physician assistant program in Rockford. Program development is being considered in collaboration with either Rockford University or the UIC Rockford College of Medicine. Faculty also approved development of educational partnerships with our international partners in Hong Kong and Malta. Implementation plans are in process for partnership programs with Universities in Hong Kong and Malta, and exploratory plans are proceeding for establishment of possible partnership programs in Kuwait and Thailand. As a complement to the overall strategic plan, the UIC COP Strategic Research Plan is available at: The research strategic plan included a SWOT analysis as part of its environmental scan. Plans are underway to develop a new Strategic Research Plan later this year. While the College strategic plan is cross-cutting across College departments and disciplines, unit strategic plans are available for the Department of Pharmacy Practice (Appx 2.6), and the recently expanded Department of Pharmacy Systems, Outcomes and Policy (Appx 2.7). A draft is available for the Department of Medicinal Chemistry and Pharmacognosy (Appx 2.8). Development of a strategic plan for the Department of Biopharmaceutical Sciences is in process. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

19 3. Evaluation of Achievement of Mission and Goals Page Evaluation of Achievement of Mission and Goals The college or school must establish and implement an evaluation plan that assesses achievement of the mission and goals. The evaluation must measure the extent to which the desired outcomes of the professional degree program (including assessments of student learning and evaluation of the effectiveness of the curriculum) are being achieved. Likewise, the extent to which the desired outcomes of research and other scholarly activities, service, and pharmacy practice programs are being achieved must be measured. The program must use the analysis of process and outcome measures for continuous development and improvement of the professional degree program. 2. College or School's Self-Assessment The evaluation plan describes a continuous and systematic process of evaluation covering all aspects of the college or school and the accreditation standards. The plan is evidence-based and embraces the principles and methodologies of continuous quality improvement. Individuals have been assigned specific responsibilities in the evaluation plan. The evaluation plan uses surveys of graduating students, faculty, preceptors, and alumni from the American Association of Colleges of Pharmacy (AACP). The evaluation plan includes assessments to compare and establish comparability of alternative program pathways to degree completion, including geographically dispersed campuses and distance-learning activities. The program assesses achievement of the mission and long-term goals. The analysis of process and outcome measures is used for continuous development and improvement of the professional degree program. The program measures the extent to which the desired outcomes of the professional degree program (including assessments of student learning and evaluation of the effectiveness of the curriculum) are being achieved. The program measures the extent to which the desired outcomes of research and other scholarly activities, service, and pharmacy practice programs are being achieved. The evaluation plan includes the college or school's periodic self-assessment using the accreditation standards and guidelines to assure ongoing compliance. 3. College or School's Comments on the Standard Focused Questions How all components of the program's mission and goals are being followed and assessed How the college or school periodically self-assesses its program using the accreditation standards and guidelines to assure ongoing compliance. A description of the instruments used in assessment and evaluation of all components of the program's mission (e.g. in the areas of education, research and other scholarly activity, service, and pharmacy practice). How assessments have resulted in improvements in all mission-related areas

20 3. Evaluation of Achievement of Mission and Goals Page 20 Innovations and best practices implemented by the college or school Description of the members of the Assessment Committee (or equivalent structure/accountable person), charges and major accomplishments in the last academic year How the college or school makes available to key stakeholders the major findings and actions resulting from its evaluation plan How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard Any other notable achievements, innovations or quality improvements (School comments begin here) The COP uses a variety of indicators to assess our delineated mission, goals and objectives. Assessment is an important element of curricular implementation and evaluation. The Office of Academic Affairs (OAA) is responsible for curricular, faculty, student and programmatic assessment. OAA intends to create a deeper culture of assessment within the college and to work closely with faculty, students and alumni to continuously improve our programs. In order to achieve a culture of assessment, a new assistant dean of academic affairs was hired in 2009 and charged with developing a new college assessment plan and the College Bylaws were changed to establish a freestanding Assessment Committee (AC). Prior to the change, the Educational Policy Committee (EPC) housed the Assessment subcommittee that focused on curricular assessment. An assessment plan was drafted by the AC in 2009 to assure ongoing compliance with accreditation standards, and on-going evaluation of our new Rockford campus. Committee members are elected faculty from the Chicago and Rockford campuses and is staffed by OAA, including the Assistant Deans responsible for assessment (Appx 3.1). Beginning fall 2014, 1 student from each campus will serve on the AC and bring the voice of the students to discussions. Our Assessment Map (Appx 3.2) outlines information to be collected, analyzed and reviewed by the AC. There are 4 key domains for assessment: student, program, faculty, and preceptor. If a problem is identified through the assessment process, an action plan is created and forwarded to the faculty or staff member involved alerting them of the problem and closing the loop on any issues. The action plan includes stating the problem, potential solutions, and a final result with timeline (Appx 3.3). Through these mechanisms, feedback is collected on program direction and progress from diverse audiences. Varied audiences provide examples of the College s efforts to reach a spectrum of individuals, from the local to the global community. Major indicators utilized by the COP for evaluation of progress toward strategic goals and objectives are listed in the Assessment Plans (Appx ), including quality measurement data for benchmarking and assessment frequencies. Examples of assessment evaluations are found in Appendix In an effort to keep faculty informed of issues related to the OAA, the OAA developed and maintains a Blackboard site (the T.A.L.K. site, Teach, Assess, Learn and Know) to post pertinent information. Additionally, OAA distributes monthly T.A.L.K. newsletters to the faculty that highlights information related to the self-study, Rockford campus roll-out, IT updates and faculty development opportunities. An archive of these newsletters is available on the T.A.L.K Blackboard site as well as EPC and AC meeting minutes, evaluation forms, course syllabi for all courses and other course coordinator references. Part of our curricular assessment includes faculty peer observation. Peer evaluation policies, procedures, and forms were developed several years ago. This is a very popular service for faculty,

21 3. Evaluation of Achievement of Mission and Goals Page 21 particularly for those who are just beginning their teaching career as well as for faculty going up for promotion or who are being considered for teaching awards. The OAA conducts periodic peer evaluator training workshops to recruit new evaluators and refresh existing ones. Peer observation evaluation forms and policies are in Appx Feedback from student and peer evaluations is used to improve individual teaching and overall curriculum effectiveness. Assessment is a continual process. In 2014, the assessment map was updated (original development 2009) and new assessments were added including assessment of the student admissions process, an assessment of graduating students, rural pharmacy plan, action plans, and the Strategic Plan assessment. Other ongoing assessments involve our Rockford campus initiative. These assessments include comparison of mean student performance on exams and quizzes, comparison of admitted student home zip code and feeder school. Results have shown that our students are performing remarkably similarly between the two campuses and we have been successful in recruiting students outside the metropolitan Chicago area to Rockford. A summary of the assessment committee findings is presented annually at a faculty meeting and annual assessment reports are available on the T.A.L.K. Blackboard site (Appx 3.11). Responses to open-ended Questions on the AACP standardized surveys are available (Appx ). Faculty efforts are integral to the achievement of COP goals. An important aspect is review of individual faculty efforts and how they relate to departmental and College goals. Department heads meet with each new faculty member upon employment to set goals, discuss expectations and review the faculty evaluation program. New faculty are assigned mentors (Appx 1.19), who offer guidance and arrange for formal scheduled meetings throughout the first year of employment (and beyond, if requested) to encourage growth. Other faculty can also request a mentor at any time. All college faculty are asked to complete a standardized online annual report. Reporting areas include instructional activity, research and scholarly activity, patient care service, university and public service, student advising, faculty mentoring, business development (entrepreneurial activities), administrative activities, and projected summarized activities for the subsequent year. For clinical-track faculty who are primarily funded through the University of Illinois Hospital and Health System, an internal evaluation form for Key Related Areas (KRAs) is used for individual evaluation. The first portion of this form pertains to general medical center clinical services, and the latter towards the clinical faculty member s specific job description which the clinical faculty member s immediate college-line supervisor reviews. Evaluations are based on discipline and departmental norms. Tenure-track faculty annual reports are reviewed and appraised by their respective department heads. In the Department of Pharmacy Practice (PMPR), clinical-track faculty are reviewed by their administrative supervisors (e.g., assistant head, director of drug information, associate director of clinical services) who generate evaluations that are then reviewed by the department head. It is difficult to separate clinical service evaluation from teaching because they often go hand-in-hand; clinical service activities provided by the clinical faculty may also include educational responsibilities. The PMPR publishes an Annual Report based on the accomplishments of the faculty (Appx 3.16) as does the Department of Pharmacy Systems, Outcomes and Policy (PSOP) (Appx 3.17). The College publishes alumni magazines; Catalyst highlights research achievements and UIC Pharmacist highlights all accomplishments that are sent to alumni and key stakeholders (Appx ). Additionally, our COP website contains faculty spotlights and other news for any interested parties to access online. A new COP website is in development and will go live by January 2015.