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 [email protected] (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 [email protected] (Ph.) (Fax) Dean Information Jerry Bauman, PharmD Dean, UIC College of Pharmacy 833 S. Wood St. Suite 145 M/C 886 Chicago Illinois [email protected] (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.

22 3. Evaluation of Achievement of Mission and Goals Page 22 Face-to-face meetings are held between each respective department head (or designee) and individual faculty members who report to them, in order to review the annual faculty report, evaluate progress, and set goals. Department heads (or designees) provide faculty members an appraisal of performance on assigned activities annually. These reviews are considered by department heads in promotion and tenure decisions and are used to help faculty members stay on track in efforts to promote the COP mission and goals. Aggregated results of confidential student evaluations are provided to department heads and individual faculty members who were evaluated. Faculty and student evaluation reports help department heads determine appropriate didactic and/or experiential teaching loads. The Dean also reviews department heads after meeting with each Department Advisory Committee. During department head evaluations, the head reviews any problems/issues with their respective faculty (e.g., performance issues, salary, etc.). This comprehensive evaluation process is utilized to make needed changes (e.g., switch clinical sites, move to a new service), counsel faculty and attempt to accommodate individuals to improve productivity and satisfaction. By reviewing individual faculty achievements and areas where improvements are needed, COP supports an infrastructure that encourages and promotes faculty success and vitality in all aspects of their work (education, research, public service and patient care) and fosters ongoing career development. Appraisal of these efforts also facilitates the seeking of collaborative entrepreneurial relationships to advance learning, science and practice, as well as service activities that build, enhance and value alliances with our many constituents. COP periodically collects Quality Measurement Data such as comparative market trends to benchmark quality indicators with peer colleges, track trends, set goals, and assesses progress. Data collected pertain to quality of the professional program and graduate programs, enrollment of graduate students, ratio of faculty to graduate students, sources of funding, NAPLEX and MPJE 5 year reports and other information (Appx ). These indicators are used by appropriate college administrators to assess achievements and progress based on departmental and college norms, track trends, and/or allow comparisons with other accredited professional degree programs and peer colleges/schools. COP tracks research dollars through the AACP survey and then breaks down this funding by department, and is benchmarked compared to other schools. COP also participates in annual AACP HR surveys that lists vacant positions and time to fill those positions, as well as one that reports average salary information by faculty type (e.g. tenured associate professors by department with various lengths of service) so that market comparisons can be made to peer groups. COP conducts employment surveys for the graduates of the PharmD program (Appx 3.26). All pharmacy residency programs track employment of their residency graduates in accordance with ASHP accreditation requirements. Community involvement of both the faculty and students occurs through multiple venues. Several faculty visit Senior Centers in the city as part of the Chicago Department of Family and Support Services (CDoFSS) program to discuss health topics affecting seniors. Students and residents are encouraged to attend these events with their preceptors. Additionally, several faculty have affiliations with Community Health. Founded in 1993, Community Health is dedicated to serving the uninsured and underserved in Chicago and surrounding communities. Our preceptors train residents at Community Health facilities and spend time working and providing volunteer clinical pharmacy services (e.g., pharmacy medication therapy management, diabetes care, blood pressure checks, medication refills, glucometer/inhaler use). Appx 3.27 and 3.28 highlight community engagement project involvement by UIC COP students and faculty. Another aspect of our mission statement is creating educational experiences in all of our programs that support student professionalization and preparation for career adaptability/flexibility in a changing research and practice environment. UIC COP uses multifaceted approaches to assessing student learning and evaluating the curriculum effectiveness focusing on terminal competencies. The

23 3. Evaluation of Achievement of Mission and Goals Page 23 process and outcome measures are utilized by COP for the continuous development and improvement of the program. Core Competencies (Appx 1.8) were updated and approved by the faculty in 2014 and include professionalism, teamwork, patient-centered care, population-based care, health systems management, technology, problem-solving, life-long learning, leadership, and communication. The assessment plan forms the basis for evaluation of the more specific professional program curriculum terminal competencies. The Office of Academic Affairs, EPC and AC have initiated activities to continuously refine and re-sequence the curriculum based on formal and informal feedback from students, alumni, faculty, and ACPE standards. Examples of these measures include: developing additional electives (2007-current), forming a Teaching Evaluation Subcomittee to investigate reasons for poor student response rates on course/instructor evaluations ( ), updating professional competencies and outcomes expectations (2008, 2014), approving the PharmD/MS CTS joint degree program (2008), implementing ECHO 360 and distance learning technology (2009), undergoing curricular revision (2009-present), implementing the Rockford curriculum expansion ( ), approving the RPHARM program (2010), approving the concentration in rural pharmacy (2013), planning and developing Interprofessional Education Day (2013, 2014), developing and piloting a standardized syllabus template (2013), hiring an instructional designer (2013), approving the UPHARM program (2014), and creating a teaching and learning center (2014). COP has a long history of trying to improve clinical pharmacy practice globally (Appx 3.27). This effort, coordinated by the Office of Academic Affairs, is continuing and remains on our new Strategic Plan. Efforts demonstrating this commitment include collaborative agreements with Hong Kong University and University of Malta to assist in the delivery of their Master of Science in Clinical Pharmacy and Doctor of Pharmacy programs, respectively. COP also has strong international ties and formal affiliation agreements with Thailand ( thaiconsortium.html), Singapore (National University of Singapore, Singapore General Hospital), Taiwan (Taipei Medical University, National Taiwan University, China Medical University), and Japan (Meiji Pharmacy University), and takes pharmacy trainees from all over the world for clinical experiences. In 2013, a summer program was conducted with 33 pharmacy students from National Taiwan University for a month of didactic small group training, and a sampling of clinical pharmacy training conducted in the US. This experience was repeated in summer 2014 with the goal of fostering continued international ties to clinical pharmacy training. Additionally, the Department of PMPR has developed a formal PGY1 international residency program. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

24 4. Institutional Accreditation Page Institutional Accreditation The institution housing the college or school, or the independent college or school, musthave or, in the case of new programs, achieve full accreditation by a regional/institutional accreditation agency recognized by the U.S. Department of Education. 2. College or School's Self-Assessment The institution housing the program, or the independent college or school, has full accreditation by a regional/institutional accreditation agency recognized by the U.S. Department of Education or it is in the process of seeking accreditation within the prescribed timeframe. The college or school reports to ACPE, as soon as possible, any issue identified in regional/institutional accreditation actions that may have a negative impact on the quality of the professional degree program and compliance with ACPE standards. 3. College or School's Comments on the Standard Focused Questions Any deficiencies from institutional accreditation that impact or potentially impact the college, schools or program (if applicable) Measures taken or proposed by the college or school to address any issues arising from institutional accreditation (if applicable) How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard (School comments begin here) UIC earned full accreditation by The Higher Learning Commission of the North Central Association of Colleges and Schools (NCA) on October 23, Documentation including UIC s Statement of Affiliation Status and Organization Profile are available: com_directory/action,showbasic/itemid,/instid,1873/. The Assurance report is in Appx 4.1. The next reaffirmation of accreditation is in In its final report, NCA made no recommendations for follow-up to address any deficiency in meeting the 5 accreditation criteria requirements. However, 4 suggestions were provided in the Assurance section related to institutional cost to students, hiring/retaining the best faculty, the educational environment, and development of additional data-based evidence at the program and College level to provide sufficient proof students show professional competence in their respective fields. Although these issues were cited for the entire campus, the COP has seriously and deliberately addressed them as appropriate. For example, while tuition has increased, the rate has been slower when compared to peer programs. Further, this increase does not appear to impact student access negatively and application numbers have steadily increased since Total student scholarship support will increase to 125% over current levels for FY Since 2007, the COP hired 17 new faculty members to fortify focus areas identified in the COP s strategic plan. Leveraging COP- and campus-level intellectual and financial

25 4. Institutional Accreditation Page 25 resources has been successful to foster collaborative, interdisciplinary Centers and Institutes across the COP and University to retain and recruit faculty. Since 2007, the COP has invested $1 million annually to improve multimedia technology and classroom equipment to meet technological requirements of the Rockford expansion. These improvements have enhanced the educational environment considerably. Furthermore, the COP invested $9 million in renovating the east wing of the building to update laboratory space (expected completion 2015). Regarding evidence of student s professional competence, the COP is a leader on campus in the area of assessment, under the Office of Academic Affairs (OAA). The Assessment Plan is presented in detail in Standard 15. A noteworthy area pointed out by NCA is the use of TK20 to track assessment activities across the University. This is the first step in university-wide assessment. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

26 5. College or School and University Relationship Page College or School and University Relationship The college or school must be an autonomous unit within the university structure and must be led by a dean. To maintain and advance the professional degree program, the university president (or other university officials charged with final responsibility for the college or school ) and the dean must collaborate to secure adequate financial, physical (teaching and research), faculty, staff, student, practice site, preceptor, library, technology, and administrative resources to meet all of the ACPE accreditation standards. 2. College or School's Self-Assessment The university president (or other university officials charged with final responsibility for the college or school) and the dean collaborate to secure adequate financial, physical (teaching and research), faculty, staff, student, practice site, preceptor, library, technology, and administrative resources to meet all of the ACPE accreditation standards. The college or school participates in the governance of the university, in accordance with its policies and procedures. The college or school has autonomy, within university policies and procedures and state and federal regulations, in all the following areas: programmatic evaluation definition and delivery of the curriculum development of bylaws, policies, and procedures student enrollment, admission and progression policies faculty and staff recruitment, development, evaluation, remuneration, and retention The college or school's reporting relationship(s) is depicted in the university's organizational chart. 3. College or School's Comments on the Standard Focused Questions How the college or school participates in the governance of the university (if applicable) How the autonomy of the college or school is assured and maintained How the college or school collaborates with university officials to secure adequate resources to effectively deliver the program and comply with all accreditation standards 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) UIC was formed in 1982 by the consolidation of its predecessor campuses, the University of Illinois at the Medical Center and the University of Illinois at Chicago Circle. UIC along with the University of Illinois

27 5. College or School and University Relationship Page 27 at Springfield (UIS) and the University of Illinois at Urbana-Champaign (UIUC) comprise the University of Illinois. The President of the University is UIC s chief officer. The Board of Trustees elects the President, who serves at the discretion of the Board. In July 2012, Dr. Robert Easter was named President, succeeding Michael Hogan. The President is responsible for the internal administration of the University and is an ex officio member of the faculty of each college, school, institute, division, and academic unit. On each campus, a Chancellor serves as chief executive officer under the direction of the president. Chancellors are appointed by the President with the approval of the Board of Trustees. In January 2009, Dr. Paula Allen-Meares became the UIC Chancellor. The university organization chart and administrative reporting lines to the Chancellor are in Appendix 5.1. The Provost and Vice Chancellor for Academic Affairs is the campus chief academic and operating officer, and most directly influences the operation of the COP. Policy and budget authority for all campus academic units reside in this office. In August 2014, Dr. Eric Gislason became the Interim Provost. The Provost meets monthly with all of the college deans in a forum to update them on university issues and to discuss matters of importance. Additional one on one meetings occur with the Provost and each dean. These provide opportunities to inform the Provost of issues and progress in the respective colleges. An additional meeting is held monthly by the Provost and the Vice President of Health Affairs with all of the health science college deans. Currently, Dean Bauman is also serving as the interim Vice President for Health Affairs, reporting directly to President Easter. This position is being transitioned to the Vice Chancellor for Health Affairs beginning with the hiring of a full time person in this role. All of the health science deans, in addition to the University of Illinois Hospital and Clinics and Mile Square FQHC health care facilities, will report directly to this person and not to the Provost/Vice Chancellor for Academic Affairs. The new organizational structure is intended to align the academic and research missions of the 7 health science colleges with clinical patient care functions of the University under a single head (i.e., the Vice Chancellor for Health Affairs) without compromising the integrity of a major comprehensive research intensive university, UIC. One major initiative that will grow from this reorganization is the development of an Office of Interprofessional Education for the health sciences. This new structure has been approved by the Board of Trustees. A search for the new Vice Chancellor position will begin in fall 2014, with transitions occurring after the new year with Dean Bauman returning to COP full-time. The General Rules Concerning University Organization and Procedure serves as a guide to the Board of Trustees and the Central Administration of the University. The Statutes: The University of Illinois Board of Trustees (Appx 5.2) are pertinent to daily operations of the COP. The Statutes identify the faculty s role in governance, including bylaws for colleges (Article II); duties and powers at the level of the various colleges and deans on the three campuses (Article III); and the roles and responsibilities at the level of the department and department head or chair within those colleges and similar units (Article IV). The UIC Senate, required by the University of Illinois Statutes, determines general matters of educational policy for the campus (e.g., admission requirements, general requirements for degrees, relationships between colleges, the academic calendar, academic policy on student affairs). Faculty participate directly in Campus governance and the University through the UIC Senate. Eleven current Senators to this body have been elected from COP (Appx 5.3). One COP Senator serves on the Senate Executive Committee, which has regular meetings with the Chancellor and Provost, and thus has the opportunity to address these administrators directly with faculty concerns. Additionally, COP faculty regularly serve on standing Senate committees, on ad hoc committees formed by the President,

28 5. College or School and University Relationship Page 28 Chancellor or Provost and search committees for campus administrators. The Statutes also specify each college shall be governed by its faculty under bylaws established by the faculty (Appx 5.4). Under the Statutes, the COP has jurisdiction in all educational matters falling within the scope of its programs, including the determination of its curricula. The COP is subject to the overall jurisdiction of the campus Senate and follows campus and university policies and procedures with respect to faculty and staff recruitment, development, evaluation and retention. Individual departments and offices within the COP must develop position descriptions and advertisements that are then reviewed by the Dean s Office, the UIC Office for Access and Equity and the University Human Relations office. Other personnel policies must follow those set by the University. The Office of the Vice Chancellor for Research (OVCR) plays a key role in oversight of all COP research activities. The Research Resources Center (RRC) is a division of the OVCR. The RRC facilitates research, maintains and supports high-technology scientific equipment for use by research faculty/ staff, provides RRC personnel to train researchers, and provides fee-for-service research support. RRC provides equipment for the purpose of solving a wide range of problems for chemical, biological and structural characterization. In addition, the availability of computational and statistical services for data handling, interpretation of experimental results and data transfer, together with the accessibility of electronic and mechanical shops, further enhance the RRC's mission of contributing to the research endeavor of the COP. Admission to the PharmD program is overseen by the Admissions Committee. The committee is composed of faculty, administrators and representatives from the Honors College within UIC, and is a formal university committee. Admission to graduate programs within COP is overseen by the Graduate College (GC). Curricula of the graduate and PharmD programs are reviewed by the UIC Senate; the GC reviews only those for graduate programs. The GC awards and centrally administers all graduate degrees conferred on students in the COP. The majority of basic science faculty are members of the GC. These members help direct the GC through various committees. General University policies can be found at UIC faculty policies and procedures are at Policies and procedures for the COP are available online: Office of Academic Affairs: Educational Policy Committee: General academic policies (including academic progression policies for the PharmD program): Enrollment, admissions (UIC undergraduate catalog): These policies and procedures demonstrate the independence of the COP (within University policies and procedures and state and federal regulations) in establishing faculty bylaws and governance; defining, delivering, and evaluating its curriculum; regulating its own admissions policy and hiring. COP faculty have a history of leadership roles in University-wide committees. Currently, the COP has eleven representatives on the University Senate. These faculty play leadership roles in several important Senate committees (e.g., Executive Committee, Educational Policy Committee, External Relations and Public Service, Promotion and Tenure). Outside of Senate committees, individual COP faculty also serve important roles. For example, individual faculty have served on the President s search committee for the Vice President for Research, the search committee for the Cancer Center Director, the University Scholars Selection Committee, the UIC Honors Program Council Executive Committee. Individual

29 5. College or School and University Relationship Page 29 faculty serve as directors (e.g., Drug Discovery program, in collaboration with the Center for Clinical and Translational Science, the UICentre (a campus-wide initiative to foster drug discovery on campus led by the College and Dr. Greg Thatcher), and the Cancer Center Mass Spectometry, Metabolomics, and Proteomics Core Resource. Other faculty serve as co-leaders of the Cancer Targets and Therapeutics Program and on campus wide task forces (e.g., Healthcare Workforce Development Taskforce). Routinely, COP members serve on committees associated with the GC and OVCR, (e.g., MD/PhD Advisory, Conflict Review, Chancellor s Cluster Initiative, Awards). Dr. James Fischer is Director, Office for Protection of Research Subjects and Executive Chair of the UIC Institutional Review Board (IRB). Dr. Larry Danziger is Executive Director, Center for Advanced Design, Research, and Exploration (CADRE). Several faculty serve important roles in the RRC (e.g., Magnetic Resonance Lab Advisory Committee, Structural Biology NMR Facility Committee, Animal Care Committee). The COP maintains its position as one of the leading UIC units by effective relationships with university administration mediated by the Dean and COP members serving on university-wide committees. It will be necessary for the Dean, directly, and COP members to continue this momentum to ensure the status and influence of COP within the university. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

30 6. College or School and Other Administrative Relationships Page College or School and Other Administrative Relationships The college or school, with the full support of the university, must develop suitable academic, research, and other scholarly activity; practice and service relationships; collaborations; and partnerships, within and outside the university, to support and advance its mission and goals. 2. College or School's Self-Assessment The college or school, with the full support of the university, develops suitable academic, research, and other scholarly activity; practice and service relationships; collaborations; and partnerships, within and outside the university, to support and advance its mission and goals. Formal signed agreements that codify the nature and intent of the relationship, the legal liability of the parties, and applicable financial arrangements are in place for collaborations and partnerships. The relationships, collaborations, and partnerships advance the desired outcomes of the professional degree program, research and other scholarly activities, service and pharmacy practice programs. 3. College or School's Comments on the Standard Focused Questions The number and nature of affiliations external to the college or school Details of academic research activity, partnerships and collaborations outside the college or school Details of alliances that promote and facilitate interprofessional or collaborative education 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) COP has substantial administrative relationships inclusive of patient care activities within the UIC Hospital and Health Sciences System (UIHHSS), collaborative educational relationships with the College of Medicine (COM) and other colleges, and several research relationships spanning multiple colleges and research enterprises. Currently, seven COP outpatient pharmacies provide community health care services and experiential practice sites. COP provides clinical inpatient and outpatient services within UIHHSS. The Department of Pharmacy Practice (PMPR) has joint administrative responsibility for the UIC Hospital (UIH) Pharmacy Services. The PMPR Department Head reports to the COP Dean. The Director of Pharmacy Services holds an academic appointment in PMPR, oversees both ambulatory and inpatient hospital pharmacy services for UIHHSS, and reports to the COP Dean and UIH Medical Director. All clinical PMPR faculty have the Clinical Pharmacist title; thus, authority for education, research and service are uniquely intertwined. As a result, there is University support for patient-centered care programs and integration of

31 6. College or School and Other Administrative Relationships Page 31 clinical pharmacy faculty members within UIH patient care teams. Nearly all medical service teams have clinical pharmacy faculty members. The hospital funds the inpatient UIHHSS Pharmacy Department. The COP Ambulatory Pharmacy Service is self-supporting and reports in its entirety to the College. Revenue from prescription medications and other services support educational and clinical service missions through PMPR faculty salaries and clinical programs. COP faculty provide patient-centered care collaboratively with health care providers in the UIC Outpatient Care Clinic and pharmacist-run clinics. The full integration of the pharmacy services within the UIHHSS with the College and the scope of authority of the Dean over such services are viewed as unique nationally. For the past eight years, PMPR has partnered with the State of Illinois to administer seasonal influenza vaccines to state employees and retirees. COP partnered with University Health Services and the College of Nursing in this initiative. PMPR has partnered with UIHHSS to vaccinate all UI Health employees and eligible health science students during one mass vaccination clinic. These efforts have earned multiple awards. PMPR won the Immunization Champion Award for Community Outreach by the American Pharmacists Association in Another example of a service-related affiliation between COP and UIHHSS is the Warfarin Pharmacogenetics Service, which is a pharmacist-led multidisciplinary service. UIHHSS was one of the first to incorporate personalized medicine into managing anticoagulant therapy. Newly admitted patients initiated on warfarin are genotyped; the attending pharmacist and physician evaluate the patient, interpret genotype results, and provide an initial assessment and warfarin dosing recommendation. The COP Drug Information Group (DIG), a fully integrated medical communication group and selfsupporting unit of the College, is staffed by clinical faculty. The DIG focuses on the provision of DI services and collaborates with longstanding clients, while expanding new business opportunities (Appx 6.1 and 6.2). One long-standing important relationship is with the Illinois Department of Healthcare and Family Services (IDHFS). DIG provides therapeutic class reviews and drug monographs to IDHFS, supporting state-wide Medicaid formulary decisions. In addition, DIG provides all prior authorization for non-formulary items through a large contract with IDHFS. The Prior Authorization Services Group (PASG) began its contract with the IDHFS in This group has 15 pharmacists on staff (12 in Chicago, 3 in Springfield). Evidence-based criteria and processes for prior authorization requests are developed for Illinois Medicaid. Finally, customer service and education regarding prior authorization policies, billing issues, and online MEDI registration for pharmacies and healthcare providers is provided. DIG also provides services for Amgen, Baxter Healthcare, Cardinal Health, Care Fusion, Eli Lilly, Walgreens Health Initiatives, and WebMD. Recently, DIG signed new contracts with Abelson Taylor and MedAssets. COP has a long and successful history of collaboration (Appx ). Within COM, several PMPR faculty members hold joint appointments in medical specialty departments. Various departments in COM co-fund clinical pharmacy faculty members within UIHHSS. One COP member is fully funded by two departments within COM. Three COP members are jointly funded by Rockford COM. Two PMPR faculty members receive salary co-funding by the Office of the Vice Chancellor for Research (OVCR). A unique collaboration between Rockford COP, COM and the University of Illinois National Center for Rural Health Professionals resulted in the development of a Rural Pharmacy Education Program (RPHARM). In RPHARM, students acquire knowledge and skills in an interprofessional four year course of study alongside Rural Medical Education Program (RMED) students. Upon completion, students are uniquely skilled to practice as healthcare team members serving rural communities.

32 6. College or School and Other Administrative Relationships Page 32 COP supports a variety of postgraduate training opportunities. The ASHP-accredited PGY1 PMPR residency program provides development in healthcare delivery, drug-related issues and practice. COP offers opportunities for PGY2 residencies in ambulatory care, critical care, drug information, HIV, pediatrics, transplant, cardiology, emergency medicine, and oncology. Two-year research fellowships in drug development, pharmacokinetics/pharmacodynamics/pharmacogenomics, infectious disease, nephrology, transplant, and pharmacoeconomics/outcomes research are offered. The fellowships in pharmacoeconomics and outcomes research are sponsored by Takeda. Notably, COP and Takeda are initiating a PGY2 DI residency this year with the resident spending six months/site. COP offers a joint degree program in pharmacy and health informatics (PharmD/MSHI) (Appx 6.6). COP also offers joint PharmD/MBA, PharmD/PhD, and PharmD/MSCTS programs ( pharmacy/depts/joint_programs/) and a new certificate in Pharmacoepidemiology (Appx 6.7). UIC COP also has a long history of international academic and teaching collaboration (Appx 3.26). COP has four PhD programs within the pharmaceutical sciences (i.e., Biopharmaceutical Sciences, Medicinal Chemistry, Pharmacognosy, and Pharmacy Systems, Outcomes, and Policy [PSOP]). Three of these have specialization tracks, reflecting additional specialization, research interests of the faculty, and future employment opportunities. A PharmD/PhD program Joint_Programs/PharmD-PhD_Joint_Program.php), and MS degree program in Forensic Science is also available. The MS program enjoys cooperative relationships with the Illinois State Police Forensic Science Division, the McCrone Research Institute, and the Cook County Medical Examiner's Office. The College has four centers/institutes: The Center for Botanical and Dietary Supplements, the Institute for Tuberculosis Research (ITR), the Center for Pharmaceutical Biotechnology (CPB), and the Center for Pharmacoepidemiology and Pharmacoeconomic Research (CPR). The UIC/NIH Center for Botanical Dietary Supplements Research, established in 1999, evaluates the safety and efficacy of botanicals. Housed by COP, ITR develops new drugs to combat Mycobacterium tuberculosis. ITR employs an industrial model of drug discovery and has assembled key research disciplines to maximize efficiency. In-house discovery projects are directed by several COP faculty and collaborate with many global public and private sector institutions. ITR research is supported by the Global Alliance for TB Drug Development, the NIH, The American Lung Association, The Potts Foundation, fee-for-service arrangements from industry, and a patent royalty stream. CPB is a multi-disciplinary unit developing educational research opportunities. CPB s mission is to identify novel drug targets, develop new approaches for therapeutic discovery, and unravel basic molecular mechanisms of diseases, drug action, and drug resistance. CPR includes PMPR and PSOP faculty, and focuses on medication use outcomes and seeking entrepreneurial partnerships with health systems and industry. CPR has relationships with UIC Institute for Healthcare Research and Policy (IHRP) and the Center for Outcomes Research in the COM. In addition, CPR is home to fellowships in pharmacoeconomics, pharmacovigilance and outcomes research sponsored by pharmaceutical manufacturers. Takeda Pharmaceuticals, Inc. has sponsored the Takeda Professorship in medication adherence and outcomes. Daniel Touchette, Pharm.D., MA, FCCP, was the first faculty member named to this professorship. Additionally, COP is integral to campus-wide centers including the UIC Cancer Center. COP also collaborates with the Center for Clinical and Translational Sciences (UIC-CCTS). This center accelerates the translation of scientific discoveries into innovative diagnostics and therapies, disease prevention, and improved health care delivery, with special emphasis on reducing health disparities.

33 6. College or School and Other Administrative Relationships Page 33 COP has recently created a new organization, the Collaborative Engagement in Novel Therapeutic Research and Enterprise (UICentre). The UICentre engages in collaborative drug development. Multidisciplinary project teams incorporate toxicology, bioavailability, and targeted delivery at the earliest stages of drug discovery. The goal is to incorporate UI infrastructure and biomedical expertise with the end goal to improve human health. CPB faculty, staff, and students collaborate with UIC colleagues and other institutions, complementing the UICentre by providing a greater emphasis on basic research. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

34 7. College or School Organization and Governance Page College or School Organization and Governance The college or school must be organized and staffed to facilitate the accomplishment of its mission and goals. The college or school administration must have defined lines of authority and responsibility, foster organizational unit development and collegiality, and allocate resources appropriately. The college or school must have published, updated governance documents, such as bylaws and policies and procedures, which have been generated by faculty consensus under the leadership of the dean in accordance with university regulations. 2. College or School's Self-Assessment The college or school is organized and staffed to facilitate the accomplishment of its mission and goals. The college or school administrative leaders working with the dean have credentials and experience that prepare them for their respective roles. The college or school administration has defined lines of authority and responsibility, fosters organizational unit development and collegiality, and allocates resources appropriately. The college or school has established mechanisms to foster unity of purpose, effective communication, and collaboration among administrators. The college or school's administrative leaders - individually or collectively - are developing and evaluating interprofessional education and practice opportunities The college or school has published, updated governance documents, such as bylaws and policies and procedures, which have been generated by faculty consensus under the leadership of the dean in accordance with university regulations. If the college or school organizes its faculty into subunits, such as departments or divisions, subunit goals and objectives align with the mission and goals of the college or school. The effectiveness of each organizational unit is evaluated on the basis of its goals and objectives and its contribution to the professional program. Programs are in place to hone leadership and management skills of college or school administrators, including department/division chairs (if applicable). Faculty meetings and committees established to address key components of the mission and goals are part of the system of governance of the college or school. Where appropriate, faculty committees include staff, students, preceptors, alumni, and pharmacy practitioners. Minutes of faculty meetings and committee actions are maintained and communicated to appropriate parties. The college or school has policies and procedures that address potential systems failures, whether such failures are technical, administrative, or curricular. Contingency planning includes creating secure backups of critical applications and systems data, providing mechanisms for making up lost course work and academic

35 7. College or School Organization and Governance Page 35 credit, securing alternate means for communication and information delivery, and creating exit strategies to protect students if part or all of a program loses viability. The college or school maintains an effective system of communication with internal and external stakeholders. Alternate program pathways are integrated into the college or school's regular administrative structures, policies, and procedures (including planning, oversight, and evaluation), and are supervised by an administrator who is part of the college or school. The college or school ensures that workflow and communication among administration, faculty, staff, preceptors, and students engaged in distance-learning activities are maintained. The college or school retains ultimate responsibility for the academic quality and integrity of distance-learning activities and the achievement of expected and unexpected outcomes, regardless of any contractual arrangements, partnerships, or consortia for educational or technical services. 3. College or School's Comments on the Standard Focused Questions A description of the college or school's organization and administration and the process for ongoing evaluation of the effectiveness of each operational unit A self-assessment of how well the organizational structure and systems of communication and collaboration are serving the program and supporting the achievement of the mission and goals How college or school bylaws, policies and procedures are developed and modified How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard How the college or school's administrative leaders are developing and evaluating interprofessional education and practice opportunities How the credentials and experience of college or school administrative leaders working with the dean have prepared them for their respective roles. 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 COP organizational chart illustrates leadership hierarchy (Appx 7.1). In addition to the Dean, there is a Rockford Vice Dean who leads the regional program along with an Assistant Dean for Research, Director of Graduate Education, and Director of Student Affairs. The Dean holds weekly meetings with the Vice Dean and associate deans. Monthly meetings of the Administrative Officers (AO) [i.e. deans, department heads, center directors, key staff] occur ensuring communication. The Dean meets monthly with the Executive Committee (EC) [two elected faculty members/department], and the AO and EC hold a joint meeting quarterly. A list of committee membership is in Appx 7.2. The expectation for COP is to maintain a cohesive, functioning administrative team. These meetings enhance information sharing, collaborative opportunities to solve problems/difficulties, and ensure faculty inclusion into key decisions

36 7. College or School Organization and Governance Page 36 (e.g., strategic planning development and implementation, assessment, curriculum). Job descriptions of college administrators are in Appx 7.3. As a whole, the majorityof faculty (86%) agree the Dean is an effective leader (on par with peer school data, 85%), and 73% of faculty agree COP leaders function as a unified team accomplishing the College s mission and goals (on par with peer schools, 75%) (Appx 1.3). Office staff/administrative professionals outside the Office of the Dean (OOD) report to their respective associate deans, department heads or directors (Appx 7.4). Skill development opportunities (e.g., workshops) are provided to leaders/support staff to foster development and increase administrative capabilities. An official mentoring plan nurtures faculty growth and development (Appx ). Administrative leaders manage operations and budgetary affairs, and establish and accomplish objectives consistent with COP and University missions. An emerging objective is the growth of interprofessional learning and collaborative education. Interprofessional education and practice opportunities foster professionalism (Appx 7.5). The Associate Dean for Academic Affairs has collaborated with other campus leaders for 5 years developing these opportunities. This group became the campus Interprofessional Education Collaborative (IEC). In 2014, IEC established an annual, daylong workshop where student teams from the 10 participating health science disciplines collaborate on problem-based learning and peer-instruction exercises (Appx 7.6). Additionally, several other interprofessional opportunities occur or are in development with the Colleges of Medicine and Dentistry. Another notable achievement is the Spanish for Pharmacists elective intended to prepare students to work with healthcare teams in diverse communities. Also, an Office for Professional Development and an Office of Diversity and Inclusion were created to foster student/faculty growth and opportunity and encourage COP cultural diversity. Each department has established vision/mission statements aligning with the COP vision and mission. Each department head possesses appropriate degrees and experience, and conducts annual reviews of faculty and staff. Similarly, the Dean evaluates administrators (e.g., department heads, directors, associate/assistant deans). At least once every five years, units review deans and department heads. Unit goals are congruent with the overall mission and strategic goals of the COP. Rockford faculty are evaluated by their Chicago-based heads and held to the same standards as Chicago faculty. The College Bylaws are posted on the College of Pharmacy website: about_the_college/by_laws.php. The Bylaws state: Periodic review of the College Bylaws shall occur as needed, but at least once every five years. Any voting member of the faculty may, at any regular or special meeting, propose amendments to the Bylaws. For review, the Dean appoints an ad hoc Bylaws Committee, usually composed of 4-5 members with representation of at least one member from each department and campus. A major revision occurred in (approved April 2010) which assured Rockford representation. This occurred in two stages to avoid undue burden on the small number of Rockford faculty when the campus opened. In (approved February 2014), the second stage completed Rockford representation. Grievance procedures for faculty, students, and staff are developed at the University level and available through the Vice Chancellor for Academic Affairs/Provost (OVAA) at Policies and procedures related to discrimination and harassment are available at the University level through the Office of Access and Equity (OAE), Promotion and tenure (P&T) policy and guidelines are distributed annually and electronically through the OVAA. Promotion direction is provided at the departmental level to non-tenured clinical track faculty. Each department has its own

37 7. College or School Organization and Governance Page 37 P&T document aligning with University standards. Other policies on academic freedom or professional responsibilities are available: Consistent with COP Bylaws, two faculty meetings are held each semester and one each summer. Special meetings may be called by the Dean, the Executive Committee, or on petition by 10 faculty members. The COP has a number of standing committees. Elected committee members serve 1-2 year terms. Each committee elects its own chairperson unless otherwise stipulated in the Bylaws. Students participate in certain committees, e.g., the Educational Policy Committee (EPC), the Assessment Committee (AC). Faculty/staff are advised of UIC, COP, and departmental policies and procedures electronically through campus-wide, college, and departmental listservs. On departmental levels, policies and procedures (e.g., absence request forms, travel reimbursement) are available electronically. All departments have mission statements, strategic plans, goals and objectives accessible to faculty/staff. The OOD publishes the UIC Pharmacist 3 times per year featuring pharmacy alumni, faculty, and students. The Catalyst features COP research highlights and is directed toward graduate program alumni and industry partners. News and information for stakeholders is on the COP website ( with links to various departments, centers, and groups. A new college website is under development that will contain more information and be easier to update. The Dean conducts open class forums with students to address concerns each semester. Course representatives, students, course coordinators, team leaders, and the Offices of Student Affairs (OSA) and Academic Affairs (OAA) representatives attend. The Dean hosts an annual dinner with student organization presidents to honor their leadership. The EPC and the AC continually evaluate the curriculum and respond to student and faculty concerns. The SFRC committee evaluates and responds to students concerns. Policies and procedures address potential technical, administrative, or curricular needs (Appx 7.7). The Information Technology Unit (ITU) integrates technology with pedagogy and research. ITU reports to the OAA Associate Dean and handles IT matters. UIC s Academic Computer and Communication Center (ACCC) provides , antivirus, automated hard drive backup, and backbone networking services. The ACCC offers free , calendaring, statistical and general office productivity software. ACCC supports computer technology use, web-based applications, Blackboard courseware, and classroom multimedia. The Center for the Advancement of Distance Education (CADE) provides custom programming based on data from Banner. Banner is the University s enterprise application system. It includes the official University student record system, human resources, and financial systems. The University s Administrative Information Technology Services Unit operates Banner. Policies are available for communication between administrators, faculty and students. Courses and organization events are broadcast between Chicago and Rockford. Faculty/staff are encouraged to travel between campuses to foster strong mutual relations among colleagues and students. Two UIC COP cars are available for this purpose. The OOD maintains an emergency administrator telephone list. Building problems/disasters (e.g., flooding of rooms) are reported to facility managers who contact appropriate personnel. In an emergency, department heads or designees contact their faculty/staff. The COP has a general listserv for students, staff, and faculty. The OSA posts classroom notices in emergencies and instructors communicate to class via Blackboard. Finally, UIC has an emergency text messaging service.

38 7. College or School Organization and Governance Page 38 Rockford tenure track faculty and select staff report to their companion Chicago unit with a reporting line to the Rockford Vice Dean. This ensures their collaboration with Chicago faculty engaged in similar research/scholarship and provides adequate mentoring and progress toward P&T. Staff positions (e.g., Director Student Affairs, Director of IT, Assistant Director of Budget and Resource Planning) report directly to their Chicago units to ensure adequate support, direction, mentoring and coordination/ consistency with policies and procedures on both campuses. These connections assure the COP functions administratively as one. There are two groups which do not follow this reporting structure and report directly to the Rockford Vice Dean; his administrative staff and the Rockford clinical faculty (including Director of Experiential Education). All Rockford clinical faculty are hired in conjunction with a local practice site, thus, these relationships are facilitated more easily by the Rockford Vice Dean rather than from the distant Chicago campus. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

39 8. Qualifications and Responsibilities of the Dean Page Qualifications and Responsibilities of the Dean The dean must be qualified to provide leadership in pharmacy professional education and practice, including research, scholarly activities, and service. The dean must be the chief administrative and academic officer and have direct access to the university president or other university officials delegated with final responsibility for the college or school. The dean must unite and inspire administrators, faculty, staff, preceptors, and students toward achievement of the mission and goals. The dean is responsible for ensuring that all accreditation requirements of the ACPE are met, including the timely submission of all reports and notices of planning for substantive changes. 2. College or School's Self-Assessment The dean is qualified to provide leadership in pharmacy professional education and practice, including research, scholarly activities, and service. The dean is the chief administrative and academic officer and has direct access to the university president or other university officials delegated with final responsibility for the college or school. The dean unites and inspires administrators, faculty, staff, preceptors, and students to achieve the mission and goals. The dean is responsible for ensuring that all accreditation requirements of the ACPE are met, including the timely submission of all reports and plans for substantive changes. The dean has the assistance and full support of the administrative leaders of the college or school's organizational units and adequate staff support. In instances where the dean is assigned other substantial administrative responsibilities within the university, arrangements for additional administrative support to the office of the dean are made to ensure effective administration of the affairs of the college or school. The dean is responsible for compliance with ACPE's accreditation standards, policies, and procedures. In the event that remedial action is required to bring the college or school into compliance, the dean takes the necessary steps to ensure compliance in a timely and efficient manner. The qualifications and characteristics of the dean relate well to those called for in the standards, i.e.: a degree in pharmacy or a strong understanding of contemporary pharmacy and health care systems a scholarly concern for the profession, generally, and for the diverse aspects of pharmacy science and practice, in particular publications in pharmacy and biomedical literature in areas relevant to the mission and goals of the college or school appropriate leadership and managerial skills and experience in the academic (preferred) or health care sectors recognition for career accomplishments by pharmacy or other health profession educators, researchers, and practitioners strong written and interpersonal communication skills

40 8. Qualifications and Responsibilities of the Dean Page 40 experience with and a commitment to systematic planning, assessment, and continuous programmatic improvement a thorough understanding of and a commitment to teaching and student learning, including pedagogy evidence of a commitment to the advancement of research and scholarship the ability and willingness to provide assertive advocacy on behalf of the college or school to the university administration the ability and willingness to provide assertive advocacy on behalf of the college or school and the profession of pharmacy in community, state, and national health care initiatives a record of and willingness to continue active participation in the affairs of pharmacy's professional and scientific societies The dean has the authority and accepts ultimate responsibility for ensuring: development, articulation, and implementation of the mission and goals acceptance of the mission and goals by the stakeholders development, implementation, evaluation, and enhancement of the educational, research, service, and pharmacy practice programs collaborative efforts to develop, implement, evaluate, and enhance interprofessional education, practice, service, and research programs development and progress of the strategic plan and the evaluation plan, including assessment of outcomes recruitment, development, remuneration, and retention of competent faculty and staff initiation, implementation, and management of programs for the recruitment and admission of qualified students establishment and implementation of standards for academic performance and progression resource acquisition and mission-based allocation continuous enhancement of the visibility of the college or school on campus and to external stakeholders the effective use of resources to meet the needs and mission of the college or school The dean has ensured that ACPE has been notified in advance of the implementation of any substantive change, allowing sufficient time for evaluation of compliance with standards or the need for additional monitoring. 3. College or School's Comments on the Standard Focused Questions How the dean provides leadership for the college or school and program and how the qualifications and characteristics of the dean support the achievement of the mission and goals The authority and responsibility of the dean to ensure all expectations of the standard and guidelines are achieved How the dean interacts with and is supported by the other administrative leaders in the college or school

41 8. Qualifications and Responsibilities of the Dean Page 41 How the dean is providing leadership to the academy at large, and advancing the pharmacy education enterprise on local, regional, and national levels. 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) Since May 2007, Jerry Bauman, PharmD, has served as COP Dean. Dr. Bauman possesses the qualifications and characteristics necessary to serve as an effective Dean (Appx 8.1). In 1976, Dr. Bauman earned his BSc Pharmacy with Honors from the UIC COP, and in 1978 he earned his Pharm.D. from the University of Missouri-Kansas City. In 1977, he completed a hospital pharmacy residency at the UI Hospital, and in 1979 completed a clinical pharmacy residency at Truman Medical Center, Kansas City. Since 1979, he has been a tenure track faculty member in COP and COM. In 1994, he was promoted to the rank of Professor. Dean Bauman has held multiple administrative positions within the COP (see CV). Dr. Bauman has been a licensed pharmacist for nearly 40 years, has trained multiple research fellows and specialty residents in cardiovascular pharmacotherapy, and has authored numerous original publications, abstracts, and book chapters. A past president of the ACCP, he is the first (of only 3) PharmDs elected Fellow of American College of Cardiology, and is currently a delegate to the United States Pharmacopoeia. The Provost developed a list entitled Activities of a Dean outlining the responsibilities and duties of the Dean (Appx 8.2). Twelve points within this document define the elements of a Dean s performance. The Dean leads the COP in the attainment of its mission, via continual strategic planning efforts involving faculty, alumni, staff, and students. The strategic plan delineates the college s mission, vision, and values, and lays out strategic objectives in a variety of areas (i.e. students, faculty, research, facilities, global partnerships, marketing and advancement, the practice of pharmacy, and operational efficiency). The Dean oversees progress toward strategic plan goals and conducts regular progress meetings, modifying the plan as needed. Seventy-eight percent of the faculty agreed/strongly agreed the COP effectively employs strategic planning, with 73% of faculty noting that the College specifically requested their input during the strategic planning process (Appx 1.3). The Dean must also manage the resources of the COP. Since the 2007 ACPE accreditation, Dean Bauman has overseen expansion of the PharmD program to Rockford, initiated curriculum revision, renovated existing COP facilities, improved partnerships with industry, and diversified the COP revenue stream through entrepreneurial efforts including increasing donations and gifts. This action has been a critical success factor within the strategic plan. The development, implementation, evaluation, and enhancement of the educational, research, service, and pharmacy practice programs are all responsibilities of the Dean. With regard to educational programs, the COP is currently undergoing curricular revision. Dean Bauman initiated this process years ago to ensure the COP offers students the most current and wide-ranging PharmD curriculum while meeting ACPE accreditation standards and COP s mission, vision, and values. The COP hires and invests in new faculty who conduct collaborative translational research and are cutting edge area

42 8. Qualifications and Responsibilities of the Dean Page 42 experts, as evidenced by the successful pharmacogenomics translational approach of the UI Health Warfarin Pharmacogenetics Service mentioned in Standard 6. The COP continues to be an innovator - creating new models of patient care, pursuing mechanisms for reimbursement of cognitive pharmacy services, and promoting public health programs benefiting Illinoisans. The recruitment, development, and retention of competent faculty and staff are explicit responsibilities of the Dean. Since the 2007 ACPE visit, COP has been successful at increasing faculty ranks and promotions amongst clinical and tenure track faculty (Appx 8.3). Faculty retention remains high and the new strategic plan contains objectives aimed at developing and retaining high quality faculty, and providing protected time for non-tenure, clinical track faculty to pursue scholarship activities. The initiation, implementation, and management of programs for the recruitment and admission of qualified students are responsibilities of the Dean. Dean Baumann has implemented significant programs benefitting students, including the creation of an Office of Professional Development to promote student mentoring and career development, creation of a new pool of scholarship dollars for recruitment of exceptional students, implementation of a comprehensive preceptor development program, and the initiation of specialized educational experiences, with the RPHARM and UPHARM programs. The Dean is responsible for the establishment and implementation of standards for academic performance and progression. The Assessment Committee conducts routine, periodic curricular evaluations using various assessment data. This assures the coursework meets the core competencies and outcome expectations approved by the faculty. In addition, the Associate Dean for Research and Graduate Education and Directors of Graduate Studies annually review graduate curricula, propose and implement needed changes, and develop and track impact of changes on student competencies. Another responsibility of the Dean is continuous COP visibility, including internal and external stakeholders communication. Currently, the COP s website ( is being upgraded to further enhance its functionality and appearance. The COP has embraced social media with Facebook pages for COP, and individual units (e.g., the outpatient pharmacies), that have improved communication and visibility. The Dean meets regularly with his National Advisory Board to discuss issues important to the COP and receive advice from national and local pharmacy leaders (Appx 8.4). The Dean actively participates in local, state and national pharmacy meetings. He submits annual State of the College reports at state meetings. Besides Facebook, the Dean uses various other media to keep the College s alumni informed about COP news. UIC Pharmacist is distributed to alumni, COP faculty and staff. The Dean also informs alumni of College events by attending College of Pharmacy Alumni Association functions (Appx 3.17). In the opinion of the faculty, the Dean has the full support of COP s administrative leadership, staff, Office of the Dean, and University administration. Dean Bauman was successfully reappointed in October He has continued to ensure compliance with ACPE accreditation standards through a series of steps including creation of appropriate committees, discussion with committee members and staff, implementation of remedial action when necessary, consultation with key stakeholders, and submission of reports. He led successful accreditation efforts for the Rockford expansion, and the faculty is confident he will continue to provide leadership that moves COP forward. Of note, Dr. Bauman s experience as a clinician, teacher, academician, administrator, and servant of the profession of pharmacy has endowed him with a clear, deep understanding of pharmacy and the

43 8. Qualifications and Responsibilities of the Dean Page 43 health care system. Dr. Bauman is widely regarded as a contemporary pharmacy leader as evidenced by his awards, regular requests to speak about contemporary pharmacy issues, and service on national committees. Support also comes from appointments/elected offices he has held within pharmacy associations (e.g. ACCP President). Dr. Bauman has dedicated his professional life to advancing the profession and practice of pharmacy. As a scholar he has contributed significantly to cardiovascular pharmacotherapy, particularly the treatment of arrhythmias, and was recognized nationally with the 1994 ACCP Russell R. Miller Award for sustained research contributions to clinical pharmacy literature. His professional involvement has extended beyond his own interests. For example, he has served as Chair, ACCP Research Institute ( ) where he helped set the direction for funding sponsored by that organization. He has also served on the editorial boards of several professional journals and currently is a scientific editor for Pharmacotherapy. Dr. Bauman has served in various administrative and leadership positions. He was head of the Department of PMPR for eight years. With over 100 employees, PMPR is the largest at COP and among the largest in the country. The Department of PMPR has significant research, teaching, and service responsibilities; the head must interact with a diverse group of individuals, including faculty, staff, clerkship site preceptors, College and University administrators, medical staff, hospital administrators, alumni, and others. Dr. Bauman s leadership abilities have been noted by the greater University of Illinois system. In 2011, he was appointed Interim Vice Chancellor for Academic Affairs and Provost, and he currently serves as Interim Vice President for Health Affairs. While serving in these roles, Marieke Schoen, PharmD, Associate Dean for Academic Affairs and Steve Swanson PhD, former Associate Dean for Research, have served as Vice Dean and Interim Dean of the COP. Dr. Bauman realizes the importance of student learning and pedagogy and is committed to these in his professional endeavors and in those of the COP. Dr. Bauman has taught regularly throughout his academic career, and served as the residency and fellowship mentor/role model for many individuals. He led PMPR in assuming greater responsibility for teaching within COP over the years and has strongly urged the emphasis of successful teaching in faculty promotion. Dr. Bauman has always been an assertive advocate for COP and the pharmacy profession. During his tenure, he advocated regional expansion of the COP and successfully implemented it on the Rockford campus. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

44 9. The Goal of the Curriculum Page The Goal of the Curriculum The college or school's professional degree program curriculum must prepare graduates with the professional competencies to enter pharmacy practice in any setting to ensure optimal medication therapy outcomes and patient safety, satisfy the educational requirements for licensure as a pharmacist, and meet the requirements of the university for the degree. The curriculum must develop in graduates knowledge that meets the criteria of good science; professional skills, attitudes, and values; and the ability to integrate and apply learning to both the present practice of pharmacy and the advancement of the profession. Graduates must be able to identify and implement needed changes in pharmacy practice and health care delivery. 2. College or School's Self-Assessment The curriculum prepares graduates with the professional competencies to enter pharmacy practice in any setting to ensure optimal medication therapy outcomes and patient safety, satisfies the educational requirements for licensure as a pharmacist, and meets the requirements of the university for the degree. The curriculum develops in graduates knowledge that meets the criteria of good science; professional skills, attitudes, and values; and the ability to integrate and apply learning to both the present practice of pharmacy and the advancement of the profession. The curriculum fosters the development of students as leaders and agents of change. The curriculum helps students embrace the moral purpose that underpins the profession and develop the ability to use tools and strategies needed to affect positive change in pharmacy practice and health care delivery In developing knowledge, skills, attitudes, and values in students, the college or school ensures that the curriculum fosters the development of professional judgment and a commitment to uphold ethical standards and abide by practice regulations. The college or school ensures that the curriculum addresses patient safety, cultural competence, health literacy, health care disparities, and competencies needed to work as a member of or on an interprofessional team. Curricular content, instructional processes, course delivery, and experiential education are documented, aligned, and integrated where appropriate. 3. College or School's Comments on the Standard Focused Questions A description of the college or school's curricular philosophy A description of how the curriculum fosters the development of students as leaders and agents of change and helps students to embrace the moral purpose that underpins the profession and develop the ability to use tools and strategies needed to affect positive change in pharmacy practice and health care delivery How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard

45 9. The Goal of the Curriculum Page 45 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) UIC COP has a strong history of educating skilled, competent pharmacists and leaders for the pharmacy profession, fulfilling our mission to produce global pharmacy leaders through its unique contributions and excellence in professional, residency, fellowship and graduate educational programs, research programs, clinical pharmacy practice programs in multiple practice settings, and community engagement in urban and rural environments." The success of our graduates affirms the curricular vision and philosophy adopted by COP (Appx 1.1 and 1.4). The vision for our graduates is they acquire the knowledge and skills necessary to become exceptional practitioners within the profession and are well-prepared to adapt to the dynamic health care environment. To fulfill this vision, the College has adopted a philosophy of integrating knowledge of the foundational sciences of the pharmacy profession with practice skills throughout the curriculum. Given that the College is one of the leading research institutions among the US schools and colleges of pharmacy, our faculty are truly experts in their respective fields, allowing them to teach our students the most recent innovations within the profession, going beyond the textbook. To enhance student learning, COP embraces innovative curricular delivery methods including, but not limited to the use of video capture of lectures, Blackboard, and active learning methods such as the use of Turning Point Technologies audience response system, small group recitation sections, and flipped classrooms. Additionally, the College embraces interprofessional collaboration and provides students several opportunities to practice these skills through experiential learning activities, including a campus-wide Interprofessional Education Day in which students from each of the health professions programs (all P3 students in the College) participate annually. The current integrated curriculum was implemented in the fall of The current curriculum (course titles and numbers) is shown in Appendix 9.1. The UIC Professional Competencies and Outcome Expectations are shown in Appendix 9.2. In order to accomplish these outcomes, the curriculum educates students in basic science, fundamental knowledge of drugs, diseases and therapeutic principles, and other skills necessary for good practice. The curriculum is designed to produce graduates that will be able to integrate critical and scientific thinking into solving problems to facilitate patientcentered care; establish and manage pharmacy practice; manage medication use systems; and promote health, wellness and disease prevention. Ethical issues and practice regulations are emphasized in various courses (e.g., PHAR 441, PHAR 445) and students are given the opportunity to apply these concepts throughout the experiential series of courses. Similarly, many of the management series of courses (e.g., PHAR 343, PHAR 344, PHAR 346, PHAR 441) address patient safety, cultural appreciation, health literacy, and health disparities while the experiential series provides the opportunity to practice and apply these concepts. Throughout the curriculum, students are exposed to and train in a variety of pharmacy practice experiences (Standard 14). AACP survey data show that over 90% of the alumni surveyed in 2013 agreed they knew what the program outcomes were, similar to peer data (Appx 9.3). An additional goal of the curriculum is to establish a pattern of lifelong learning in our graduating students. Over 95% of the students surveyed in 2013 agreed they developed the skills needed to prepare them for continued learning after graduation, also similar to peer data (Appx 9.4). The pass rates of our students on the National Board exam have been within (+/-) 0.7% of the national average passing rate (range %), except for 2012 when the passing rate for UIC graduates was 92.5%. For the last five years,

46 9. The Goal of the Curriculum Page 46 UIC graduates have performed within (+/-) 0.3% of the national average for NAPLEX Competency Areas 1, 2, & 3 and the passing rates for the MPJE have been equivalent to (2009) or exceeded ( ) the national average passing rate (Appx ). Comparison data broken down by campus is not available since our first class graduated in Spring Although the reason(s) for the lower 2012 NAPLEX pass rate is (are) unknown, the COP has taken steps to better prepare graduates for this exam. Associate Dean Popovich initiated a process to improve the performance of graduating students and ready them for their licensure examination. Using the NAPLEX Blueprint, working with P4 students enrolled in his APPE academic elective, 22 NAPLEX challenge quizzes were created. Each quiz question was linked to a specific NAPLEX Blueprint Competency Statement within one of the 3 content areas emphasizing the various NAPLEX question formats. These challenge quizzes were posted onto the College s Blackboard site. Access to the Blackboard site was given to all currently enrolled students. Announcements from the Director of Experiential Education made students aware of the NABP PRE-NAPLEX as a means to acquaint themselves with the examination process and gain familiarity with the adaptive testing technology used by the board. This year Dr. Popovich conducted a one-day NAPLEX review session for the 2014 graduates. The session was video conferenced to our Rockford Campus and ECHO recorded for those unable to attend. Handouts for the review and links to access the session were electronically forwarded to the entire Class of In addition, Edward Rickert, R.Ph., JD, course coordinator for PHAR 445 (Pharmacy Law), delivered his annual one-day Illinois and Federal Pharmacy Law Review. Dr. Rickert has been conducting this review for over 10 years and this is open to all recent graduates of COP. Graduates from the College secure employment in a variety of settings following graduation, the most common settings being community and hospital pharmacy. They are also highly recruited nationally for postgraduate pharmacy residencies. According to the 2013 AACP graduating student survey, 34% (36/107) of the students indicated that they would be entering a postgraduate pharmacy residency (31/107) or fellowship (5/107). Of alumni who responded to the recent AACP survey, 38% (64/167) completed a residency in pharmacy practice and 18% (31/167) completed a specialty residency. The COP curriculum is designed as a comprehensive learning experience that integrates didactic material and experiential opportunities to train pharmacists to be future leaders of the profession. In addition to the core courses (e.g., management series described above), the college offers several elective courses that focus on leadership development. The Dean s Leadership Forum (PMPR 329), is a newly created and well-attended elective. It features guest lecturers, representing leaders from different fields in pharmacy, and provides insight into different pharmacy careers. The guest lecturers also provide real world accounts of their experiences on their journeys to success. The Professional Development Seminars (PSOP381; PSOP383; BPS381; BPS383) discuss educational issues related to the professional program and explore various pharmacy career opportunities. In addition, the RPHARM program on our Rockford campus (launched in 2010) trains students to be healthcare leaders in rural communities. The first six students from this program graduated in May AACP survey data show that over 99% of the students surveyed in 2013 agreed or strongly agreed that the program included opportunities to develop professional attitudes, ethics and behaviors. Our graduates have attained leadership positions throughout the profession both locally and nationally. Since 2007, 47 graduates from our PharmD program have assumed professional leadership roles or have been appointed faculty members at schools/colleges of pharmacy (Appx 9.5). Locally, our Dean and the Dean of Chicago State College of Pharmacy are alumni of the College. Additionally, the Chair

47 9. The Goal of the Curriculum Page 47 (Department of Pharmacy Practice), Dean (College of Pharmacy) and Vice President/Chief Academic Officer of Pharmacy and Optometry Education at Midwestern University were former faculty members at COP. The College faculty place a high priority on keeping our curriculum up to date in terms of content and educational delivery methods. The curriculum is regularly reviewed and evaluated by the Educational Policy Committee (EPC). Updates and adjustments have been made on a regular basis to change, resequence or upgrade content and to keep pace with changes in educational standards and professional practice guidelines (Appx 9.6). The College is in the midst of its first major curricular revision since The revision process began in 2009 and has incorporated feedback from faculty, students, alumni, preceptors, employers, and other stakeholders. To date, the faculty has approved new competencies, outcomes, and changes to the prerequisites. These core competencies and outcomes have been reviewed and edited to reflect the 2013 CAPE outcomes from the American Association of Colleges of Pharmacy and the 2011 ACPE standards and guidelines for the Doctor of Pharmacy program. The curricular structure will be updated to reduce redundancies, strengthen both introductory and advanced pharmacy practice experiences, and address growing needs. For example, based on the success of the Professional Development Seminars and feedback from students who have taken this elective series, a similarly designed course will become part of the core curriculum to foster professional development and leadership in all of our students. Phase III of curricular revision is ongoing & consists of developing specific course content. Our current plan is to begin the new curriculum for entering students in College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

48 10. Curricular Development, Delivery, and Improvement. Page Curricular Development, Delivery, and Improvement. The college or school's faculty must be responsible for the development, organization, delivery, and improvement of the curriculum. The curriculum must define the expected outcomes and be developed, with attention to sequencing and integration of content and the selection of teaching and learning methods and assessments. All curricular pathways must have both required and elective courses and experiences and must effectively facilitate student development and achievement of the professional competencies. The curriculum for the professional portion of the degree program must be a minimum of four academic years or the equivalent number of hours or credits. The curriculum must include didactic course work to provide the desired scientific foundation, introductory pharmacy practice experiences (not less than 5% of the curricular length) and advanced pharmacy practice experiences (not less than 25% of the curricular length). 2. College or School's Self-Assessment The college or school's faculty is responsible for the development, organization, delivery, and improvement of the curriculum. The curriculum defines the expected outcomes and is developed with attention to sequencing and integration of content and the selection of teaching and learning methods and assessments. All curricular pathways have both required and elective courses and experiences and effectively facilitate student development and achievement of the professional competencies. The curriculum for the professional portion of the degree program is a minimum of four academic years or the equivalent number of hours or credits. Introductory pharmacy practice experiences are not less than 5% (300 hours) of the curricular length. The advanced pharmacy practice experiences are not less than 25% (1440 hours) of the curricular length. On behalf of the faculty, the Curriculum Committee (or equivalent) manages curricular development, evaluation, and improvement to ensure that the curriculum is consistent with the collective vision of the faculty and administration. Learning outcomes for curricular courses and pharmacy practice experiences are mapped to the desired competencies and gaps and inappropriate redundancies identified inform curricular revision. Curricular design allows for students to be challenged with increasing rigor and expectations as they matriculate through the program to achieve the desired competencies. The curriculum design enables students to integrate and apply all competency areas needed for the delivery of holistic patient care. The Curriculum Committee (or equivalent) is constituted to provide balanced representation from all departments, divisions, and/or disciplines within the college or school.

49 10. Curricular Development, Delivery, and Improvement. Page 49 Faculty members are aware of the content, competencies, and learning outcomes for each other's courses and use that information to optimize these elements within their own courses. The curriculum complies with university policies and procedures and the accreditation standards. Student representation and feedback are integral parts of curricular development and improvement. The Curriculum Committee (or equivalent) has adequate resources to serve as the central body for the management of orderly and systematic reviews of curricular structure, content, process, and outcomes, based on assessment data. Needs Improvement 3. College or School's Comments on the Standard Focused Questions A description of the curricular structure, including a description of the elective courses and experiences available to students How both the didactic and experiential components comply with Standards for core curriculum and IPPE and APPEs in regard to percentage of curricular length Any nontraditional pathway(s) leading to the Doctor of Pharmacy degree (if applicable) Data that link teaching-and-learning methods with curricular outcomes How the results of curricular assessments are used to improve the curriculum How the components and contents of the curriculum are linked to the expected competencies and outcomes through curricular mapping and other techniques and how gaps in competency development or inappropriate redundancies identified inform curricular revision How the curricular design allows for students to be challenged with increasing rigor and expectations as they matriculate through the program to achieve the desired competencies and how the curriculum design enables students to integrate and apply all competency areas needed for the delivery of holistic patient care. 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 Educational Policy Committee (EPC) is responsible for developing, organizing, delivering and improving the curriculum on behalf of the faculty. As stated in the Faculty Handbook, The Committee shall concern itself with matters affecting the educational programs within the College, including formal courses, continuing education, experimental programs and industrial visitations. EPC structure and administration is depicted in Appendix The EPC initiates, develops and integrates course content as well as the designation of course numbers and prerequisite courses, including College requirements of the pre-professional curricula. College Bylaws vest these activities in EPC which is in accordance with policies and procedures set forth in

50 10. Curricular Development, Delivery, and Improvement. Page 50 the University of Illinois Statues: The internal structure, administration, and governance of a school within a college shall be determined by its faculty under bylaws established by the faculty. The EPC also serves an advisory role to the administration with respect to class scheduling, pre-registration, and final examinations. Lastly, EPC routinely establishes ad hoc subcommittees (e.g., Rockford Expansion Subcommittee and Curriculum Revision Subcommittee) to oversee maintenance of the curriculum including but not limited to developing assessment methodologies, systematic curricular revision, and implementation of curricular changes. The EPC meets monthly and any related business is brought to the faculty for informational purposes or for a discussion and vote at faculty meetings. The EPC is comprised of nine elected faculty members, two from each College of Pharmacy department and one representing the Rockford campus; one ex officio member from the Rockford campus appointed by the Vice Dean; and four professional students, two from the Chicago campus (P2 and P3), and two from the Rockford campus; one voting member (P3), and one ex officio member (P2). Additional ex officio (non-voting) members are the Associate Dean for Academic Affairs, an alumnus of the College and the Director of Experiential Education or designee. Faculty members are elected for two year terms, in a staggered fashion, with four elected each year. Student membership shall be appointed by the Dean on the Chicago campus and the Vice Dean on the Rockford campus from a list of names and essays submitted by Student Council. A list of the EPC Membership with position/affiliation is found in Appendix The EPC recommends for appointment by the Dean three team leaders, one for each professional year of didactic education. Team leaders act as points of contact across a particular academic year to assist in troubleshooting important teaching and learning issues, maintain a semester master schedule to minimize conflicts and serve as liaisons between EPC, coordinators, instructors, and students to help assure successful student outcomes. When faculty members were asked about the curriculum in the AACP Standardized Survey, overall the responses were very positive, but did reveal some areas for improvement (Appx 1.3 Q 40-44, 46). Curricular organization was unclear to 24% of respondents. In addition, 24% were unable to comment on the use of programmatic assessment data to improve the curriculum. Both of these items can be attributed to communication breakdown and are currently being addressed in a variety of ways. The T.A.L.K (Teach, Assess, Learn, Know) website on Blackboard serves as a resource for faculty to access a wide variety of teaching and learning information including course syllabi, meeting minutes (e.g., EPC and Faculty meetings), student outcomes and competencies. The Office of Academic Affairs circulates a monthly newsletter highlighting educational developments and activities. Finally, a formal teaching and learning center (T.A.L.K. Center) has been created (2014) to provide faculty yet another resource for curricular information and faculty development in the area of teaching and learning methods. Notable accomplishments for the EPC over the last academic year can be found in Appendix Most notable are the curriculum revision efforts to date (approval of new core competencies, prerequisites, and outcomes), formal recognition of the Concentration in Rural Pharmacy Services program (RPHARM), piloting of the standardized syllabus (see below), and the 2nd Annual Healthcare Interprofessional Immersion Day experience across the entire University of Illinois education system. The interprofessional component of our program is well known as 77% of faculty agree or strongly agree that collaboration among disciplines is encouraged at the University of Illinois at Chicago and in the College of Pharmacy (Appx 1.3 Q 46).

51 10. Curricular Development, Delivery, and Improvement. Page 51 The structure of the four-year curriculum can be found in Appendix 9.1. Each didactic semester is outlined with course number, name, and hours of credit. The early curriculum focuses on the basic sciences and then transitions to a more integrated approach (e.g,. PDAT series) emphasizing clinical application followed by the P4 year of advanced experiences. This design allows for a solid foundation in the basic and behavioral sciences early in the curriculum followed by increased expectations and academic rigor regarding practical skills and clinical application. Greater than 96% of students felt course loads were reasonable which supports the use of this integrated curriculum design (Appx 9.4 Q 35). While course governance is generally at the discretion of course coordinators, the EPC has developed a standardized syllabus template (Appx 10.4) in an effort to consistently and clearly describe for students and faculty learning outcomes, assessment methods, learning strategies (including active learning) utilized, map to the UIC Professional Competencies and Outcome Expectations, and other policies and statements related to course governance (e.g., professional behavior, disability services, attendance, grading, absences, religious holidays, academic integrity). Electives are offered every semester (professional year 1-3) with many students completing the bulk of elective hours in the 3rd academic year. A list of elective courses is available in Appendix Students can select from a wide variety of electives including independent basic or clinical science research, advanced clinical practice electives (e.g., Pediatric Therapeutics or Critical Care) and professional development. Unique to the Rockford campus, students participating in the RPHARM program complete a series of six Foundations in Rural Family and Community Healthcare electives during their first three years of the curriculum and complete a 7th course during their fourth year that culminates in the completion of a rural pharmacy capstone project. Students who complete the curriculum receive a concentration in rural pharmacy that is noted on their diploma. A parallel program in urban pharmacy (UPHARM) was recently approved by the faculty and is available to students on the Chicago campus. Almost 90% of students and 88% of alumni agreed or strongly agreed that the elective coursework met their needs as PharmD students (Appx Student Q 34 and Alumni Q 27). In addition to the didactic coursework, the curriculum provides the students with hands-on learning opportunities through introductory (IPPE) and advanced (APPE) pharmacy practice experiences (Appx 10.6). Currently, during the first three years of professional education, students complete 158 IPPE hours in various settings coordinated via the experiential course sequence (PHAR 441, PHAR 342, PHAR 324, PHAR 352, PHAR 353 and PHAR 354). During the summer between the third and fourth professional year, students complete an additional 172 IPPE hours in PHAR 357 for a total of 330 IPPE hours. The experiential course sequence also consists of didactic lecture and recitations to prepare students for IPPEs as well as required reflections for students to think back on what they learned. During this time students also complete 4 hours each of skill-based training in immunization delivery and cardiopulmonary resuscitation (CPR). Written and practical assessment of each skill and a minimum pass score of 75% is required for successful completion. Recognizing the value of consistent experiential opportunities for our students throughout the curriculum, a major focus of the curricular revision efforts has been to more evenly distribute the 300 hours of IPPE across each of the first 3 years. The entire P4 year is devoted to completion of APPEs and gaining practical experience as a pharmacist in a variety of environments. Students complete six, 6-week APPEs which consist of four core experiences (hospital, medicine, community, ambulatory care) and two electives, totaling 1440 hours. There are also six regularly scheduled class meeting days (the last day of each APPE) where students are given the opportunity to hear speakers on various topics, participate in assessment activities, and facilitate communication between students and experiential faculty. Another mechanism for student development in the 4th year is the maintenance of a personal portfolio for each student. The goal of the portfolio is

52 10. Curricular Development, Delivery, and Improvement. Page 52 for students to document experiences, bodies of work (e.g., projects and presentations), perspectives and insights during their pharmacy education as a means to foster continued professional development. Students work with preceptors and the Office of Experiential Education to build and maintain their portfolios. In total, introductory and advanced pharmacy practice experiences make up approximately 30% of the PharmD curriculum. The curriculum is mapped to our Professional Competencies and Outcome Expectations (Appx 10.7) as well as to the ACPE Appendix B domains (Appx 10.8). The curricular map to the ACPE Appendix B domains was recently updated during Phase II of the curricular revision process and allowed for the identification of gaps in course content. Identification of curricular gaps helped inform recommendations and decisions regarding the new curriculum, including, but not limited to minimizing unnecessary redundancies and adding content where gaps were noted. The UIC Undergraduate Catalog also describes the sequencing of the College of Pharmacy Curriculum. When asked about curricular sequencing, 83% of alumni and 85% of students agree or strongly agree that the current structure is appropriate for providing the needed knowledge base and associated skills (Appx ). Assessment of the curriculum occurs both through formal and informal mechanisms. The EPC regularly solicits feedback from faculty, team leaders, ad hoc committees and students. Student feedback is obtained through student membership on EPC, formal course evaluations and scheduled student forums (once per semester for each academic year P1, P2 and P3). Curricular issues discovered through the assessment process are often included as programming points for the annual faculty retreat held each May. Student performance on the national licensing examination is also reviewed annually. Utilizing the ongoing feedback and assessment, the EPC develops action plans and revision proposals that are presented to the faculty for action. With the opening of the Rockford campus since the last accreditation, there are a number of accomplishments to highlight. Implementation of the ECHO360 recording capability allows students to access previously recorded lectures to improve understanding or clarify a question. Distance technology provides a means to deliver real-time course content across campuses and ensure an equivalent experience to all students. Increased use of innovative teaching methods such as the flipped-classroom (PHAR 354, PMPR 356, and PHAR 402), interprofessional clinical cases (PMPR 318, PMPR 320) and use of an audience response system (across many courses) more actively engages students. From the quality improvement perspective, we are now in the midst of curricular revision which officially began in Phase I, which was completed in 2012, involved the formation of subcommittees to address the following six core areas: Prerequisites, Curricular Threads, Experiential Education, Core Competencies, Joint Degree Programs and Curriculum Delivery. Each subcommittee presented their recommendations at the faculty retreat in This was followed by Phase II where the Curriculum Revision Subcommittee over the course of almost one year reviewed the current curriculum, updated the curricular map based, and identified areas of both strength (e.g., wide variety of clinical topics and applications) and gaps or possible areas of improvement (e.g., content repetition). Finally, the Phase II committee developed a proposal for a new curricular framework mapped to the ACPE Appendix B domains and updated Competencies. This proposal was presented to the faculty in February, To date, the faculty has approved new competencies, outcomes, and changes to prerequisites. Phase III is ongoing and involves the creation of new curricular content.

53 10. Curricular Development, Delivery, and Improvement. Page College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

54 11. Teaching and Learning Methods Page Teaching and Learning Methods The college or school, throughout the curriculum and in all program pathways, must use and integrate teaching and learning methods that have been shown through curricular assessments to produce graduates who become competent pharmacists by ensuring the achievement of the stated outcomes, fostering the development and maturation of critical thinking and problem-solving skills, meeting the diverse learning needs of students, and enabling students to transition from dependent to active, selfdirected, lifelong learners. 2. College or School's Self-Assessment The program, throughout the curriculum and in all pathways, uses and integrates teaching and learning methods that have been shown through curricular assessments to meet the diverse learning needs of students and produce the desired professional competencies and outcomes, including the development and maturation of critical thinking, problem-solving, and self-directed, lifelong learning skills. Faculty members use a variety of teaching and learning techniques (e.g., active learning, case studies, etc.) that have been thoughtfully selected, designed, and/or tailored to help students achieve the learning outcomes articulated for their courses. The college or school evaluates the effectiveness of its curricular innovations through its assessment activities. The outcomes of the distance-learning activities are appropriate for the student population and achievable through distance study. Teaching and learning methods used assure that learning experiences, opportunities, and outcomes are comparable for all pathways, branches or campuses. 3. College or School's Comments on the Standard Focused Questions A description of teaching and learning methods and strategies employed in the delivery of the curriculum, including nontraditional pathway(s) leading to the Doctor of Pharmacy degree (if applicable), and how those methods are expected to advance meaningful learning in the courses in which they are employed. Efforts of the college or school to address the diverse learning needs of students The formative and summative assessments used to evaluate teaching and learning methods used in the curriculum, including nontraditional pathway(s) leading to the Doctor of Pharmacy degree (if applicable) 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

55 11. Teaching and Learning Methods Page 55 (School comments begin here) COP applies a multitude of modern integrated teaching and learning methods facilitated by state-ofthe-art technology. The current PharmD curriculum comprises specialized non-integrated courses, to prepare students with basic knowledge for the 8 integrated courses, known as the PDAT series (Principles of Drug Action and Pharmaceutics I-VIII). Currently, the PDAT sequence begins in the fall semester P2 year and concludes in the spring semester P3 year. PDAT courses are organized around pathophysiology of an organ system or disease group and delivered over 4 semesters. Every PDAT course contains topic blocks team taught by experts in the disciplines of medicinal chemistry, pharmacology, and pharmacotherapeutics. This design allows cross linking of all 3 disciplines and builds on the basic science foundation provided earlier in the curriculum. The selection of subtopics and combination of lectures and recitations support an integrated delivery of the material. For example, the topic of course PHAR 403 is infectious diseases. The lecture series covers epidemiology, antibiotic mechanisms of action, chemistry, and pharmacokinetics, followed by an introduction to and therapy for different infectious diseases. Most of the lecture material is reinforced and applied in case-based recitations, aligned with the lecture sequence (Appx 11.1). Given the success and support for this integrated approach, curriculum revision activities maintain the integrated concept of the PDAT series and will introduce these integrated learning principles earlier in the P1 year while adding a comprehensive disease management course to the series. Experiential education comprises a series of structured learning activities supervised by mentoring preceptors in a variety of healthcare settings. Throughout the curriculum, students are encouraged to self-reflect and self-assess culminating in the development of a portfolio in the P4 year (Appx 11.2). Student appreciation for this approach is demonstrated by 95% student agreement that they have developed necessary skills for continued learning after graduation (Appx 9.4). Currently, IPPEs occur throughout the first 3 years of the curriculum. The didactic Experiential Course Sequence comprises 5 semesters and includes shadowing, community practice, and hospital practice experiences, with training in obtaining patient medication histories, assessment, and developing care plans. In general, experiential courses expose students to pharmacy practice environments where they develop practice skills and build upon previous knowledge. The content provides a foundation for the Advanced Pharmacy Practice Experiences (APPEs) during the fourth professional year. The current IPPE program is structured such that students spend approximately half of the required 300 hours of IPPE over the first 6 on-campus semesters with the remainder of the IPPE hours completed in PHAR 357, offered in the summer between P3 and P4 years. In the curriculum revision, the goal is to more evenly distribute the 300 IPPE hours over the first six semesters (P1-P3 years). This should allow students to get an even broader practical experience and prepare them for their Advanced Pharmacy Practice Experience (APPE) and their professional life after graduation. Assessment of students readiness to participate in APPEs is performed throughout the curriculum. In PHAR 352, (Experiential II IPPE) students are required to interview a standardized patient in small groups and then receive feedback from the patient and faculty. There is also a practical exam at the end of Experiential II. PHAR 353 (Experiential III IPPE) which builds on this assessment with a similar evaluation of a more complex patient. PHAR 357 (Experiential V IPPE) requires students to pass a case-based competency exam with a minimum score of 70%. During APPEs, students are encouraged to pursue their specific interests when selecting required and elective rotations. For example, a student interested in pursuing an academic career might select from a variety of electives designed to provide research and teaching experience. Similarly,

56 11. Teaching and Learning Methods Page 56 various electives are available to those interested in other career directions. Students in Rockford can specialize in rural healthcare through the Rural Pharmacy Education Program (RPHARM), part of the collaborative Rural Health Professions Program of the University of Illinois Rockford. The RPHARM program prepares pharmacy students from the state of Illinois to locate and practice in rural Illinois ( Students successfully completing the RPHARM program receive a Concentration in Rural Pharmacy Services on their official transcripts upon graduation. Assessments of the RPHARM program are conducted by the Assessment Committee. Different learning needs of students are addressed in multiple ways. Recitations in different formats are used to enforce and bring alive the lecture material in many experiential, pharmacy administration and PDAT courses. Students work in an interactive setting, in small groups in problem-based or active learning settings. Recitations require students to translate the theoretical lecture content to practical problem solving by working on patient cases and problems relevant to pharmacy practice. Students participate in case-based learning sessions in small groups randomly assigned by faculty. This method encourages students learning from others and to discuss cases verbally with classmates and instructors. Cases for the PDAT course PHAR 406, for example, are developed by a group of clinical, medicinal chemistry, and pharmacology experts to broadly cover topics. All faculty members are available to the students for consultation and case discussion. Small group learning and presentations help the students improve communication and presentation skills; important skills for becoming a creative, constructive member of a professional health care team. Seventy percent of faculty agreed they encourage students to assume responsibility for their own learning, a potential area for future development (Appx 1.3). Different student learning needs are addressed via various delivery methods and a multitude of stateof-the-art technology is available to students and faculty. Regular lecturing is occasionally replaced by the flipped classroom method, requiring students to gain lecture knowledge basics prior to coming to class with discussion of the lecture concepts and questions from students during class. What has been traditionally done in class is accomplished before class, and much of the learning process typically performed by studying after class occurs in the classroom. Pre-class preparation is completed by viewing online videos, animations and/or readings on the topic material. For accountability, students take a pretest online or at the beginning of class with associated point values. Students can submit questions about the pre-class material online allowing instructors to prepare for relevant questions in class and to gauge how well students grasped the material and concepts. The instructors respond to these questions and address specific issues during class. This is, for example, performed in several courses in the PDAT series and electives (Appx 11.3). Flipped classroom settings provide an interactive environment, but even during regular lecture hours, instructors provide a forum for engaging students in active discussion of the important topics during class time. One-hundred percent of students agreed they were encouraged to ask questions in class (Appx 9.4). Team effort, interdisciplinary thinking and collaboration within the health professions is especially stimulated with the noteworthy Annual Interprofessional Immersion Day, whereby 3rd year pharmacy students meet with other health profession students and work on simulated clinical cases ( news.uic.edu/training-health-sciences-students-to-work-together). The Interprofessional Immersion Day began in 2013, involves students from each of the health sciences colleges, and has been well-received (Appx 11.4). Formal student feedback is currently being analyzed by an interprofessional team for the 2014 event. The college s infrastructure creates an environment that fosters different teaching and learning styles. Since 2005, the college s multimedia classrooms have been equipped with the Turning Point Audience

57 11. Teaching and Learning Methods Page 57 Response System (ARS), which fully integrates with Microsoft PowerPoint. It has been particularly useful in engaging students in large classes across the 2 campuses, from asking pop-up questions during lectures, taking brief quizzes, gathering and reporting student performance instantly, and involving students in interactive lectures. Eighty percent of faculty agree laboratories and other non-classroom environments are conducive to learning (Appx 1.3). Elective courses are sometimes offered in an alternate blended (online and in-person) learning style. An example is the Spanish for Pharmacists Course. Several faculty members have established professional development seminars for their advisees, focusing on professional self-development and including sessions with guest speakers on career pathways, ethics, developing a CV/resume, leadership/management skills, challenges facing pharmaceutical care, and school-related issues (Appx 11.5). Students also are required to deliver a microteaching lecture, where they identify and talk about a pharmacy/professional topic. This is videotaped and given to them for review along with peer evaluations. Our audio visual system allows faculty to deliver content synchronously from campus to campus in real-time. Through this technology, the same active learning in-room experience is provided for distance students as well as for the local site. We have 5 large classrooms and 2 seminar rooms in Chicago and 3 large classrooms and 2 seminar rooms at the Rockford campus that incorporate distance learning technologies. Lecture audio, video, and content is delivered using state-of-the-art HD video conference hardware integrated into a fixed AV lectern in each of the auditoriums. The design incorporates annotation and touch panel control systems custom developed for ease-of-use in the distance environment. The lecture capture appliance ECHO360 is integrated into most of our distance learning classrooms. The core classes are automatically recorded. Elective courses can be recorded upon instructor request. All of the recordings are made available electronically on systems, e.g., Blackboard or ECHO Center sites, for students to view at a workstation or download onto their mobile devices. Blackboard Collaborative Suite is a web-based integrated teaching and learning environment available at UIC since May Course site development and regular use is accomplished through a web browser user interface. The system is used to add online components to the classes: course schedules, answer keys, required and supplemental course materials such as slides and handouts, and internet links. About 99% of students agree they were provided opportunities to engage in active learning (Appx 9.4). The Blackboard suite includes Elluminate Live! which is a useful interactive tool, especially for a dual campus system, composed of audio, video (if cameras are available) and a content frame. The content frame may be a slide or a whiteboard which may be used as a collaborative writing pad by any participating session members. The session leader may share control of the session to specific participants. This tool is particularly useful in conferencing with a student or group of students, particularly across the two campuses or an off-campus site. The needs of a two-campus system are further addressed through the program GoToMeeting, an online meeting, desktop sharing, and video conferencing web-based service enabling the instructor to create meetings with other students in real time. Faculty, students, and staff also use GoToMeeting to conduct conference meetings with others at the distant campus. The Information Technology Unit (ITU) for the COP provides education and support to the faculty and students, and maintains the technology at the Chicago and Rockford locations. In 2014, a new instructional designer, Kate Aument, was hired

58 11. Teaching and Learning Methods Page 58 in the Office of Academic Affairs to provide expertise and support for improving teaching design with technology. The COP has consulted experts in educational methodology to improve teaching and learning methods and to incorporate new technologies, especially to the planned curriculum revision. In the last two years, the COP has had presentations by Dr. Abbas Hyderi on team-based learning, Dr. Saul Wiener on problem-based learning, Dr. Kristin Janke on curricular revision, and Ms. Kate Aument on active learning techniques. Also, the COP has faculty actively engaged in conducting educational research. Drs. Marieke Schoen and Suzanne Soliman were recently awarded a UIC Council for Excellence in Teaching and Learning grant to foster faculty development. Each class holds student forums approximately at the semester mid-point to provide course coordinators real-time feedback about strengths/weaknesses of that semester s course offerings, engaging discussion and providing opportunities for improvement. In addition, every core and elective course is evaluated by students at the end of every semester. Course content and delivery, coordinator(s), and instructor(s) are evaluated independently. Instructors can elect to receive formative or summative peer evaluations as well. In addition, students evaluate which professors deserve recognition with the Frederick P. Siegel, Ph.D., Innovative Teaching Award, which recognizes faculty who have developed an innovative teaching style/technique. A comment section on all course evaluations allows students to criticize/ comment on the teaching methods via comment boxes. At present, evaluation forms do not address the effectiveness of the use of technology in teaching adequately. While there is an option for students to comment in comment boxes, they are not prompted by any of the questions to address technology or problems associated with its use. However, there are student employees [Distance Learning-Faculty In Room Support Technicians (DL-FIRST)] in each class (P1, P2, and P3) who have been hired to provide technology support for all course instructors and a major component of their job is to provide feedback to the ITU on any encountered issues/problems with the classroom technology. Feedback generated through these mechanisms provides instructors, coordinators, and the EPC useful information regarding teaching and learning methods and may stimulate change, if necessary. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

59 12. Professional Competencies and Outcome Expectations Page Professional Competencies and Outcome Expectations Professional pharmacist competencies that must be achieved by graduates through the professional degree program curriculum are the ability to: 1. Provide patient care in cooperation with patients, prescribers, and other members of an interprofessional health care team based upon sound therapeutic principles and evidence-based data, taking into account relevant legal, ethical, social, cultural, economic, and professional issues, emerging technologies, and evolving biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences that may impact therapeutic outcomes. 2. Manage and use resources of the health care system, in cooperation with patients, prescribers, other health care providers, and administrative and supportive personnel, to promote health; to provide, assess, and coordinate safe, accurate, and timesensitive medication distribution; and to improve therapeutic outcomes of medication use. 3. Promote health improvement, wellness, and disease prevention in cooperation with patients, communities, at-risk populations, and other members of an interprofessional team of health care providers. These professional competencies must be used to guide the development of stated student learning outcome expectations for the curriculum. To anticipate future professional competencies, outcome statements must incorporate the development of the skills necessary to become self-directed lifelong learners. 2. College or School's Self-Assessment Professional Competencies 1, 2 and 3 guide the development of stated student learning outcome expectations for the curriculum. The curriculum prepared graduates to provide patient care in cooperation with patients, prescribers, and other members of an interprofessional health-care team based upon sound scientific and therapeutic principles and evidence-based data. The curriculum fosters an understanding of, and an appreciation for, the legal, ethical, social, cultural, economic, and professional issues, emerging technologies, and evolving biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences that may impact therapeutic outcomes. The curriculum prepares graduates to manage and use resources of the health care system, in cooperation with patients, prescribers, other health care providers, and administrative and supportive personnel, to promote health; to provide, assess, and coordinate safe, accurate, and time-sensitive medication distribution; and to improve therapeutic outcomes of medication use. The curriculum prepares graduates to promote health improvement, wellness, and disease prevention in cooperation with patients, communities, at-risk populations, and other members of an interprofessional team of health care providers. Outcome statements include developing skills to become self-directed lifelong learners. The curriculum prepares graduates to independently seek solutions to practicebased problems in the scientific and clinical literature.

60 12. Professional Competencies and Outcome Expectations Page 60 Graduates possess the knowledge, skills, attitudes, and values needed to enter practice pharmacy independently by graduation. 3. College or School's Comments on the Standard Focused Questions A description of the professional competencies of the curriculum A description of the assessment measures and methods used to evaluate achievement of professional competencies and outcomes along with evidence of how feedback from the assessments is used to improve outcomes How the curriculum is preparing graduates to work as members of an interprofessional team, including a description of the courses that focus specifically on interprofessional education 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 current curriculum provides a structure that enables students to develop into insightful, teamoriented practitioners with skills and attitudes to evaluate and adapt to practice in a changing health care environment. In 2002, the College approved General Outcome Abilities for professional students (Appx 12.1). Included among these abilities is self-learning abilities and habits in which students effectively assess and satisfy their ongoing learning needs. In 2007, the UIC Professional Competencies and Outcome Expectations (Appx 9.2) were approved and encompass the same knowledge, skill, and values established by the 2004 CAPE Outcomes and highlighted in the ACPE guidelines in These competencies are mapped to the current curriculum (Appx 10.7). The students are taught the fundamental core of knowledge and skills necessary for a general pharmacy practitioner who works to promote health and improve therapeutic outcomes of medication use. Students are taught to integrate critical and scientific thinking into solving problems and be able to provide medication information, having evaluated the literature and tailored the data to meet the needs of the recipient. To demonstrate how the curriculum prepares students to acquire the knowledge and skills required of pharmacists, many course syllabi highlight how course content is mapped to the Professional Competencies & Outcomes (Appx 12.2). For example, PHAR 344 exposes students to many of the social and behavioral aspects of healthcare from the standpoint of society, individuals, and systems in an effort to promote health and wellness and is mapped to several of the General Outcome Abilities (see course objectives). Other courses (PHAR 324, PHAR 342, PHAR 455) are mapped to the Professional Competencies and Outcome Expectations. PHAR 324 incorporates legal, regulatory, and ethical considerations into the management of medication distribution and provision of medication information and education. PHAR 342 is representative of the experiential series of courses (e.g., IPPE) where students are exposed to various practice settings, learning about the legal and/or regulatory aspects of those practice settings, and develop social responsibility and awareness of professional values and ethical principles. In PHAR 455, students learn valuable drug information skills including, but not limited to conducting literature searches to answer drug information questions or clinical problems,

61 12. Professional Competencies and Outcome Expectations Page 61 interpretation of study design and statistical methods, and critical evaluation of the primary literature through various exercises including the drug information consult. During many of the introductory and advanced pharmacy practice experiences, students perform at least one formal, and often several informal, self-assessments of their performance. For perceived knowledge-based competency deficits, the drug information skills learned in PHAR 455 are invaluable. PHAR 402 is mapped to both the General Outcome Abilities and Professional Competencies and Outcome Expectations. This course is representative of the Principles of Drug Action and Therapeutics (PDAT) series where students learn to integrate critical and scientific thinking with the provision of pharmaceutical care. Assessment of student achievement of the professional competencies and outcomes is done for individual students as well as in aggregate (Standard 15). Individual student achievement is evaluated through the many embedded assessments within individual courses (e.g., quizzes, exams, and other graded assignments), final course grades, IPPE/APPE evaluations, and maintenance of a satisfactory GPA. Since the curriculum is mapped to our terminal competencies, students who pass all required courses, including IPPE and APPE activities, and maintain a cumulative GPA > 2.00 are deemed to have successfully achieved the required competencies and qualify as candidates for graduation. Student achievement on an aggregate level is done in a variety of ways. Assessments of student achievement in aggregate, evaluation of teaching and learning, and curricular effectiveness are performed following each semester and summarized in an annual report, where performance is also compared across campuses. The NAPLEX and MPJE passing rates are also used to assess student achievement. We solicit feedback from several groups and utilize various mechanisms for individuals to provide programmatic input. AACP survey data is used to obtain input from faculty, graduating students, alumni, and preceptors. The majority of faculty, alumni, and preceptors surveyed in 2013 agree or strongly agree that we solicit programmatic feedback, are aware of the mechanisms by which to provide feedback, and believe this feedback and other assessment data are used to improve the curriculum (Appx 1.3, 9.3 and 12.3). With the adoption of the revised curriculum and the implementation of E*Value, (a cloud based system that includes curriculum planning, coursework, scheduling, assessments and site management), the plan is to develop and maintain an ongoing system that allows students to self-assess whether or not they are meeting the competencies and outcomes. In addition to possessing the basic knowledge, skills, attitudes and values as outlined by ACPE, students are also presented with opportunities to work collaboratively with healthcare professionals to promote their role as pharmacists and exert their expertise for providing patient-centered care. Some notable achievements in this area include the addition of the RPHARM program in Rockford that began in The Rural Health Professions (RHP) Program is the healthcare education component of the National Center for Rural Health Professions, which promotes the health of rural communities through partnerships in education, service, research and policy. It is an interdisciplinary curriculum which currently trains pharmacy (RPHARM) and medical (RMED) students for practice in rural communities. In 2009, several colleges within UIC embarked on a campus effort towards interprofessional work. Three pilot interprofessional days took place and results were presented at two AACP Annual meetings (Appx 12.4 and 11.5). In 2013, a campus-wide interprofessional program was started. On April 5, 2014, the University of Illinois Health Sciences students took part in the second Annual Interprofessional Immersion Day. The UIC Collaborative for Excellence in Interprofessional Education (CIPE) leads this endeavor and includes faculty from 7 health sciences colleges (including the College of Pharmacy), the Library of Health Sciences, Urban Health Program, Office of Diversity and the Institute for Patient Safety. The goal for this program is to deliver state-of-the-art interprofessional educational learning experiences for all students in UIC health professions programs, thereby enhancing student understanding of how

62 12. Professional Competencies and Outcome Expectations Page 62 professional roles and responsibilities complement each other in delivering patient-centered care. These are live programs, and, beginning in 2014, include all campus sites including Peoria, Rockford, Urbana and the Quad Cities. This is an innovative method of providing a team-based, interprofessional approach to patient care. The College is in the midst of a curricular revision in which the core competencies and outcomes have been reviewed and edited to reflect the 2013 CAPE outcomes from the AACP and the 2011 ACPE standards and guidelines for the Doctor of Pharmacy Program. The competencies were approved by the faculty in January 2013 and the proposed outcomes were approved in February 2014 (Appx 1.8). The committees that developed both the competencies and outcomes were multidisciplinary, including at least one faculty member from each department within the college. The goal is to include the core knowledge and skills necessary to become an effective pharmacist, but to also encompass the affective domains, such as professional attitude, self-reflection and life-long learning that are essential in delivering patient care. Incorporating these areas into evolving healthcare systems and technology will be a key component to address as the curricular mapping proceeds. In developing the new competencies, there is synergy amongst many of the skills. For example, in order to provide the best patient care, students need to work as a team, communicate effectively and be able to demonstrate knowledge of evidence-based data. Students will need to evaluate pharmacoeconomic information, integrate technology and assess safety of medication use as they learn to navigate evolving healthcare systems. Discovering how to be self-directed, life-long learners will be implemented throughout the curriculum to enhance professionalism and create leaders and innovative professionals that will be forward-thinking. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

63 13. Curricular Core - Knowledge, Skills, Attitudes and Values Page Curricular Core - Knowledge, Skills, Attitudes and Values To provide the thorough scientific foundation necessary for achievement of the professional competencies, the curriculum of the professional degree program must contain the following: biomedical sciences pharmaceutical sciences social/behavioral/administrative sciences clinical sciences Knowledge, practice skills, and professional attitudes and values must be integrated and applied, reinforced, and advanced throughout the curriculum, including the pharmacy practice experiences. 2. College or School's Self-Assessment The curriculum contains at an appropriate breadth and depth the necessary elements within the following areas as outlined in Appendix B of the Standards: biomedical sciences pharmaceutical sciences social/behavioral/administrative sciences clinical sciences The content of curricular courses is mapped to Appendix B to assess where specific content foundations are addressed in the curriculum. Gaps in curricular content and inappropriate redundancies identified in the mapping process inform curricular revision. The didactic course work provides a rigorous scientific foundation appropriate for the contemporary practice of pharmacy. Knowledge, practice skills, and professional attitudes and values are integrated and applied, reinforced, and advanced throughout the didactic and experiential curriculum. The biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences are of adequate depth, scope, timeliness, quality, sequence, and emphasis to provide the foundation and support for the intellectual and clinical objectives of the professional degree program and the practice of pharmacy. The sciences provide the basis for understanding the development and use of medications and other therapies for the treatment and prevention of disease. Courses and other formal learning experiences are coordinated and integrated across disciplines. Where instruction is provided by academic units of the university other than the pharmacy program, these areas are developed in accordance with the professional degree program's curricular goals and objectives; and assessment liaison mechanisms ensure effective instructional delivery and achievement of the educational objectives of the program.

64 13. Curricular Core - Knowledge, Skills, Attitudes and Values Page College or School's Comments on the Standard Focused Questions The curricular structure and content of all curricular pathways A description of the breadth and depth of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences components of the didactic curriculum, and the strategies utilized to integrate these components How the curricular content for all curricular pathways is linked to Appendix B of Standards 2007 through mapping and other techniques and how gaps in curricular content or inappropriate redundancies identified inform curricular revision Examples of assessment and documentation of student performance and the attainment of desired core knowledge, skills and values Evidence that knowledge, practice skills and professional attitudes and values are integrated, reinforced and advanced throughout the didactic and experiential curriculum 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 UIC COP curriculum provides a high quality learning experience. It is designed in an integrated manner. Courses begin in the P1 year focusing on the basic biomedical, pharmaceutical, and medicinal chemistry content and applied foundational social/behavioral and administrative, content. Alongside these courses the students begin their experiential learning of the clinical sciences. As the curriculum unfolds, students learn more therapeutics and advanced clinical sciences while developing their professional skills and knowledge. Eventually, the curriculum becomes completely experiential whereby students practice their skills and leverage their knowledge in the advanced pharmacy practice experiences. Various elective courses in the didactic and experiential pathways allow students to customize their pharmacy curriculum. This improves competitiveness for postgraduate training, and career opportunities. Because experiential training is incorporated throughout the 4 years, students are positioned to understand and apply information from the didactic curriculum, and achieve higherlevel learning outcomes (e.g., application, analysis). Throughout the curriculum, professional values and attitudes are displayed, encouraged, and stressed by the faculty. The curriculum includes 85 core curricular credits (excluding IPPE and APPE courses), 12 credits of elective didactic coursework, 12 credits of IPPE, and 24 credits of APPE (8 of these credits are elective). UIC COP continues to lead the way in innovative pharmacy education and will soon implement a revamped curriculum featuring greater vertical and horizontal integration of the content, more focus on skills practice and broader coverage of newer and more complex therapies. The COP has an exemplary faculty in all 4 departments. Lectures are taught by innovators and leaders in all of the basic sciences. Particular expertise exists in Botanical Dietary Supplements and in Pharmaceutical Biotechnology, which includes the development, design and delivery of new therapeutic drugs, and the beginnings of gene therapy for correcting the medical symptoms of hereditary diseases.

65 13. Curricular Core - Knowledge, Skills, Attitudes and Values Page 65 First professional year basic science courses include Human Physiology and Pathophysiology (PHYB 301 and 302), Fundamentals of Drug Action (PHAR 331 and 332), and Drug Delivery Systems I and II (PHAR 321, 322). The second year of the curriculum further builds upon this foundation with Drug Delivery Systems III (PHAR 323) and Fundamentals of Drug Action III (PHAR 333) and the beginning of our integrated therapeutics series; Principles of Drug Action and Therapeutics (PHAR ). This series of courses forms the backbone of the curriculum and integrates the basic sciences with clinical therapeutics in a block of courses. PHAR are co-coordinated and co-taught by faculty with expertise in Biopharmaceutical Science, Medicinal Chemistry, Pharmacognosy, and Clinical Sciences. Our college was one of the first in the country to adopt an integrated, team-based approach when our curriculum was created in UIC COP has a considerable number of faculty practicing and conducting research in the social, behavioral, and administrative sciences. As such, UIC COP has faculty with particular expertise in communication, patient and practitioner behavior and behavior change, patient safety, developing business plans, management, pharmacy law, health outcomes, pharmacoepidemiology, and assessment of pharmacy services. The social, behavioral, and administrative science series begins in the P1year with Roles, Environments, and Communications (PHAR 441) which introduces important concepts in the profession of pharmacy. The second year builds upon these concepts with Pharmacy Systems Management (PHAR 343), and Social and Behavioral Pharmacy (PHAR 344). In the third year, Pharmacy Services and Reimbursement (PHAR 346), Pharmacy Law (PHAR 445), and Principles of Pharmacoeconomics and Drug Treatment Outcomes (PHAR 356) prepare students for APPEs. The clinical sciences are supported well throughout the curriculum. In the P1 year, students begin their study of the clinical sciences with Pharmacokinetics (PHAR 400) and the first IPPE course, Experiential 1 (PHAR 342). The P2 year students begin to integrate their basic science knowledge and clinical knowledge in the integrated therapeutic series mentioned above (PHAR ). The experiential series continues with Experiential II (PHAR 352) and Contemporary Pharmacy Practice (PHAR 324). Students also are enrolled in Drug Information and Statistics (PHAR 455). Finally, in the P3 year students continue with the PDAT series of therapeutics courses and complete their experiential series with Experiential III (PHAR 353) and Experiential IV (PHAR 354). They also take Nonprescription Drugs and Herbal Medicinals (PHAR 365). All of the courses and experiential courses culminate in the capstone experiential course, Experiential V (PHAR 357) which occurs over 6 weeks immediately following the P3 spring semester. This course then is followed by the P4 professional year of APPEs. UIC COP particularly excels in providing a comprehensive clinical pharmacy education with a large number of clinical specialists contributing to the program. In particular, COP has a large number of specialists in all areas of pharmacy practice, many of whom are recognized nationally and internationally for their clinical expertise. The Department of Pharmacy Practice provides comprehensive services in the hospital and ambulatory settings. Ambulatory Care Pharmacy services include such specialty areas as cardiology, emergency medicine, family medicine, gastroenterology and hepatology, geriatrics, infectious disease, internal medicine, nephrology, neurology, oncology, and pediatrics. Faculty participate in clinics and provide direct patient care services for antithrombosis, diabetes, medication assistance program, medication therapy management, pulmonary, smoking cessation, transplant, and women's health. Students are exposed to various clinical practices. The clinical faculty s wealth of knowledge and skills are demonstrated in the didactic and experiential coursework. The curriculum encompasses cross cutting skill development (e.g., critical thinking, problem-solving, health and wellness, patient safety, teamwork, mathematical skills, information management) in an integrative manner. The curriculum also imparts important general soft skills development (e.g.,

66 13. Curricular Core - Knowledge, Skills, Attitudes and Values Page 66 communication skills, interpersonal skills, and professionalism). Students are evaluated on these skills repeatedly in the P4 year during their APPEs. Critical thinking and problem solving are expected of students as they matriculate through the PDAT series and participate in the active case-based recitations. Active learning is also instrumental in the drug information and pharmacoeconomics and outcomes courses through associated recitations which allow students to demonstrate application of learned material. Teamwork, mathematical skills and information management are introduced early in the curriculum and then called on repeatedly during the PDAT series, the pharmaceutical and the experiential series. These are demonstrated and evaluated in practice during the APPEs. In addition to the required coursework, the current curriculum allows 12 credit hours of didactic electives. Students can select from over 30 elective courses to tailor their specific needs. Electives allow students to identify potential areas of interest early in the curriculum with the goal to select APPEs consistent with their interests. When surveyed, 88% of alumni felt elective courses met their needs as PharmD students (Appx 9.3). The delivery of course content to Chicago and Rockford occurs via distance learning technology, implemented in Courses taught live in one location are supported by faculty or class coordinators in the other location. Because the majority of faculty is located in Chicago, Chicago faculty members are encouraged to travel to Rockford to give live lectures. Although there are no formal guidelines as to the frequency with which this should occur, the college is investigating ways to support and encourage faculty to travel to Rockford more frequently to lecture and support the recitation sections. As mentioned above, the College has a large number of scientists and clinicians participating in delivering the core curriculum in team taught courses. While it is beneficial for students to have exposure to such a variety of experts, coordination of the curriculum ensuring core content is adequately covered can be a challenge. Curricular mapping is an important activity that provides assurances that the core curriculum covers all of the important content. The curriculum was mapped to Appendix B in During the curricular revision process (discussed below), this map was updated (Appx 10.8). This process revealed redundancies and gaps that are being addressed in the curricular revision process. For example, application of principles of epidemiology to the study of drug use and outcomes in large populations has not been consistently addressed and reinforced in the current curriculum. In response, the curricular revision proposal includes the addition of a new course titled Biostatistics/ Pharmacoepidemiology to partially address this gap. Follow-up courses will be expected to include these principles in a more comprehensive manner. The mechanism by which mapping and updating the new curricular content and outcomes will occur has not yet been formalized and approved. Currently, the Educational Policy Committee evaluates and approves required and elective courses regularly, to ensure vertical and horizontal integration at the College level. At a course and lecture level, material is prepared by individual faculty. Faculty members are encouraged to identify other faculty teaching similar material and work toward developing complementary content. However, there is currently no formal process for assessing whether this is done. There is also no policy addressing the frequency for which the curricular map should be updated. As we proceed with the process of developing a new curriculum, a more interactive method for mapping the curricular content and outcomes will be necessary. Curricular revision began in 2009 and is ongoing. It is anticipated the new curriculum will be approved in 2015, with implementation beginning in the fall of Phase II of the curricular revision process was recently completed. The Phase II Curricular Revision Subcommittee included members from all of the

67 13. Curricular Core - Knowledge, Skills, Attitudes and Values Page 67 disciplines (BPS, MCP, PSOP, and PMPR) including representation from Rockford. The subcommittee was charged with developing a framework for the new curriculum, using the recommendations from the Phase I subcommittees as a guide. The committee submitted their proposal to EPC in fall 2013, which was then discussed in various forums with students and faculty from each department. An amended proposal was presented to the faculty in February The proposed curriculum was designed to incorporate significant vertical and horizontal integration, minimize redundancy, reinforce basic and clinical concepts, and provide linkages throughout the curriculum. Courses build along specific themes and disciplines, gradually providing content and skill development necessary to meet the newly revised curricular core competencies. Notable changes to the curriculum include an increased flexibility in elective credit hours throughout the curriculum, addition of new required courses to new and emerging areas in pharmacy education (e.g. immunology, safety, pharmacoepidemiology, pharmacogenomics), enhancement of the therapeutics series, and revamping the IPPE series. The vertical integration of courses will be more thoughtful and apparent by designing the curriculum from the ground up, and by introducing certain topics earlier in the program. Examples of this vertical integration are the introduction of therapeutics in the first year of the program and the series Drug References (Fall P1 year) followed by Clinical Trial Design and Literature Evaluation (Spring P2 year). To date, the faculty has approved several components of the revised curriculum, including changes to prerequisites, new competencies, and new outcome expectations while work continues on developing specific course content. Another challenge with having a large body of educators is ensuring curricular content is delivered using appropriate teaching techniques. As such, the College has a formal peer teaching evaluation program for faculty that includes formative and summative assessments. The College also has a formal mentoring program that includes teaching. Further, faculty members are incentivized to become excellent teachers, as teaching evaluations by students and peers are required for promotion and tenure. These processes ensure teaching remains an important mission and minimum standards are maintained. The College also encourages faculty to participate in more interactive teaching activities. Several faculty development seminars are conducted by the OAA each year and the annual College faculty retreat typically includes some programming focusing on teaching and learning. For example, in 2013, the keynote speaker addressed methods for interactive learning in large classroom environments. This was followed up in 2014 with a session focusing on how to use these techniques specifically and showcased faculty who are using them already. Several faculty use the student response system (e.g. PHAR 332, 365 and 406), flipped classrooms (e.g. PHAR 346), and other interactive learning techniques to enhance course content. Additionally, some courses (e.g. PHAR 356) employ recitations for increased interactivity and to reinforce concept application. The teaching and learning center will provide a home for these efforts in the Office of Academic Affairs. Assessment and documentation of student performance throughout the curriculum occurs through a variety of mechanisms. These are highlighted in Standards 3 and 15. When surveyed, 92% of students agreed they were academically prepared to enter APPEs (Appx 9.4), similar to peer schools at 94%. Likewise, alumni felt they were prepared with 93% responding positively to a similar statement. Furthermore, upon graduation, 88% of alumni felt students were prepared or very prepared to enter their first position, similar again to peer schools at 93% and 86%, respectively (Appx 9.3). 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant

68 13. Curricular Core - Knowledge, Skills, Attitudes and Values Page Recommended Monitoring (School comments begin here) The plan upon adoption of the revised curriculum is to require individual courses to map objectives directly to course and programmatic outcomes, as well as UIC competencies and outcomes. We are currently exploring options to do this. Examples of courses that are mapped are in Appendix Alumni overwhelmingly (91% of 167 respondents) agree that they were aware of the program outcomes, however, there is no specific assessment tool measuring students abilities to achieve each outcome. As mentioned in Standard 15, "...the curriculum is mapped to our terminal competencies; students who pass all required courses...& maintain a cumulative GPA greater than 2.0 are deemed to have successfully achieved the required competencies..." With the adoption of E*Value, we will also have another selfassessment tool for students to utilize as they matriculate through the coursework to determine if they have achieved the professional competencies and outcomes.

69 14. Curricular Core - Pharmacy Practice Experiences Page Curricular Core - Pharmacy Practice Experiences The college or school must provide a continuum of required and elective pharmacy practice experiences throughout the curriculum, from introductory to advanced, of adequate scope, intensity, and duration to support the achievement of the professional competencies presented in Standard 12. The pharmacy practice experiences must integrate, apply, reinforce, and advance the knowledge, skills, attitudes, and values developed through the other components of the curriculum. The objectives for each pharmacy practice experience and the responsibilities of the student, preceptor, and site must be defined. Student performance, nature and extent of patient and health care professional interactions, where applicable, and the attainment of desired outcomes must be documented and assessed. In aggregate, the pharmacy practice experiences must include direct interaction with diverse patient populations in a variety of practice settings and involve collaboration with other health care professionals. Most pharmacy practice experiences must be under the supervision of qualified pharmacist preceptors licensed in the United States. 2. College or School's Self-Assessment The college or school provides a continuum of required and elective pharmacy practice experiences throughout the curriculum, from introductory to advanced, of adequate scope, intensity, and duration to support the achievement of the professional competencies presented in Standard 12. The pharmacy practice experiences integrate, apply, reinforce, and advance the knowledge, skills, attitudes, and values developed through the other components of the curriculum. Pharmacy practice experiences include periods for preparation and guided reflection. The objectives for each pharmacy practice experience and the responsibilities of the student, preceptor, and site are defined. Goals and outcomes for each pharmacy practice experience are mapped to activities listed in Appendix C to ensure that students' experience will cover, at a minimum, all the listed activities. Student performance, nature and extent of patient and health care professional interactions, where applicable, and the attainment of desired outcomes are documented and assessed. In aggregate, the pharmacy practice experiences include direct interaction with diverse patient populations in a variety of practice settings and involve collaboration with other health care professionals. Most pharmacy practice experiences are under the supervision of qualified pharmacist preceptors licensed in the United States. The college or school ensures that all preceptors (especially first-time preceptors prior to assuming their responsibilities) receive orientation regarding the outcomes expected of students and the pedagogical methods that enhance learning, ongoing training, and development.

70 14. Curricular Core - Pharmacy Practice Experiences Page 70 A quality assurance procedure is in place that facilitates standardization and consistency of experiences and outcomes while allowing for individualization of instruction, guidance, and remediation by the preceptor based on student needs. Students do not receive remuneration for any pharmacy practice experiences (introductory or advanced) for which academic credit is assigned. The introductory pharmacy practice experiences involve actual practice experiences in community and institutional settings and permit students, under appropriate supervision and as permitted by practice regulations, to assume direct patient care responsibilities. Introductory pharmacy practice experiences account for not less than 300 hours over the first three professional years. The majority of students' time (minimum 150 hours) is balanced between community pharmacy and institutional health system settings. The length of the advanced pharmacy practice experiences is not less than 1440 hours (36 weeks) during the last academic year and after all pre-advanced pharmacy practice experience requirements (i.e., introductory pharmacy practice experiences and required core didactic course work) are completed. All required advanced pharmacy practice experiences in all program pathways are conducted in the United States or its territories and possessions (including the District of Columbia, Guam, Puerto Rico, and U.S. Virgin Islands). Required experiences include primary, acute, chronic, and preventive care among patients of all ages and develop pharmacist-delivered patient care competencies in the following settings: community pharmacy hospital or health-system pharmacy ambulatory care inpatient/acute care general medicine Simulation is used appropriately as a component of introductory pharmacy practice experiences; it does not account for greater than 20% of total introductory pharmacy practice experience time and does not substitute for the hours devoted to actual experiences in community pharmacy and institutional health system settings. 3. College or School's Comments on the Standard Focused Questions How student performance is assessed and documented, including the nature and extent of patient and health care professional interactions, and the attainment of desired outcomes How, in aggregate, the practice experiences assure that students have direct interactions with diverse patient populations in a variety of health care settings How the college or school ensures that the majority of students' IPPE hours are provided in and balanced between community pharmacy and institutional health system settings How the college or school uses simulation in the curriculum How the college or school establishes objectives and criteria to distinguish introductory from advanced practice experiences.

71 14. Curricular Core - Pharmacy Practice Experiences Page 71 How the college or schools assures, measures, and maintains the quality of site used for practice experiences How quality improvements are made based on assessment data from practice sites How the goals and outcomes for each pharmacy practice experience are mapped to the activities listed in Appendix C of Standards 2007 to ensure that students' experience will cover, at a minimum, all the listed activities How the college or school is applying the guidelines for this standard, and the additional guidance provided in Appendix C, 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) Curricular experiential learning component comprises a series of structured activities outside the classroom supervised by faculty and adjunct preceptors in a variety of health care settings. These experiences build on exercises and simulated activities provided to the students in the classroom setting and allow students to improve their knowledge and demonstrate skills required for pharmaceutical care and medication therapy management. The goal of the experiential curriculum is to develop competence, confidence and maturity as responsible professional practitioners as they progress through IPPEs and into APPEs. Experiential learning activities that occur throughout the first three years of the curriculum (IPPEs) are linked to didactic course work. The entire 4th year is dedicated to supervised, practical application of studied materials (APPE). IPPEs comprise the following courses: Roles, Environments and Communications (PHAR 441), Experiential I (PHAR 342), Experiential II (PHAR 352), Experiential III (PHAR 353), Experiential IV (PHAR 354) and Experiential V (PHAR 357) (Appx 14.1). The IPPEs represent a total of 330 hours including 20 hours of simulation. The majority of IPPE hours occur in the community practice and institutional health-system practice settings. In the experiential courses, students are provided numerous opportunities in a variety of settings to practice and improve skills initially introduced in didactic courses. The content provides a foundation for their APPEs. Each Experiential course has different competencies and different mechanisms to assure quality. Students conduct medication histories and patient interviews in a variety of practice settings. Students interact with patients from pediatric to elderly, in general medicine services, and specialty services, e.g., pediatrics, geriatrics, cardiology, oncology, transplant, women s health, anticoagulation, critical care. During patient interviews, students are given the opportunity to interact with pharmacists, pharmacy technicians, and a variety of other health care professionals. APPEs in the P4 year require full time effort from students (Appx 14.2). APPEs are composed of six rotations are each six weeks in length (1440 hours total). Students complete four required core rotations (Ambulatory Care, Community Pharmacy, Hospital Pharmacy and Inpatient / Acute Care General Medicine) as well as two elective rotations. Elective APPE rotations offer students various professional experiences in different practice settings, many involving direct patient care. Elective APPEs are available in a variety of academic settings within COP. Opportunities are also available at the Food and Drug Administration (FDA) and the Indian Health Service (IHS). Overall, students are satisfied with APPE opportunities available to them per the AACP Student Survey, with over 90% of students responding positively in responses for all related questions (Appx 9.4, Q 41-50). Appendix C contains detailed information on the experiential experience (Appx 14.3).

72 14. Curricular Core - Pharmacy Practice Experiences Page 72 Required and elective APPEs enable students to meet the goal of learning the importance of continuity of care. Currently, all APPEs occur in the US. With the exception of APPEs sponsored by the federal government (FDA, IHS) and a few community and hospital sites in neighboring Indiana and Wisconsin, APPEs are Illinois-based. The majority of APPE sites are located in the greater Chicagoland area for the Chicago campus students and in the Rockford area for the Rockford students. Several sites are available in more distant areas (Peoria, Danville, Urbana, Springfield) and rural areas (Belvidere, Dixon), particularly for the RPHARM students. A 6-week APPE opportunity is being planned for Bangkok, Thailand at the Mahidol University. The first offering of this APPE will be in Spring The majority of APPE preceptors hold faculty appointments in COP, with practice sites within the University of Illinois Hospital and Health Sciences System. Some faculty members practice at other sites, e.g., Jesse Brown Veterans Administration Hospital, Loyola University Medical Center, and Community Health. Rockford sites include Rockford Memorial Hospital, Swedish American Hospital, Family Health Center in Rockford, Belvidere and Dixon Health Centers. Volunteer faculty members receive adjunct faculty appointments based on departmentally determined criteria. Annually, all preceptors receive the College s Professional Competencies and Outcome Expectations, a copy of the prerequisites for acceptance to the College of Pharmacy, a copy of the current curriculum, and the APPE Policies and Procedures Manual which includes the Portfolio Manual. Providing the materials to the preceptors ensures that they are aware of the curriculum in terms of content, sequence and expectations of themselves as preceptors and also of the students. With regards to pharmacy practice experience, preceptors agree their own responsibilities (93.5%), student responsibilities (94.6%), and site objectives (94.6%) have been well defined (Appx 12.4). Over the years, the COP has held several onsite preceptor training programs, broadcasting these live to the Rockford campus, and holding small group sessions on both campuses. Preceptor training programs were conducted at the COP campuses in November 2010 and May Each year, COP holds several abbreviated sessions for current faculty members and preceptors in direct patient care practice settings. The PMPR Department also frequently holds one-hour faculty development sessions that target preceptor development. In addition, COP conducts periodic orientation programs for new faculty and adjunct preceptors. When implementing a new experiential program, staff provide outreach to local area hospitals and academic medical centers to update preceptors. Hypothetical student cases are presented to instruct preceptors effectively on the use of the evaluation forms. This exercise helps improve reliability in the assessment of student performance. Academic program coordinators conduct site visits regularly to keep preceptors up-to-date on program changes and to enhance communication between the preceptors and the COP. During these visits, coordinators also assess site quality and review student and preceptor site specific comments. When possible, new preceptors receive a copy of the ASHP Preceptor s Handbook for Pharmacists to use as a resource when preparing for teaching experiences. Preceptors are also provided access to the Preceptor Home section of the Pharmacist s Letter. At the end of each rotation, academic program coordinators also review student evaluations of experiential sites. If issues are identified, a coordinator visits the site to address the problem. Core rotations usually have a student:preceptor ratio of 1:1 with some student:preceptor ratios being 2:1. Elective rotations have student:preceptor ratios ranging from a 1:1 to 4:1 depending on the nature of the educational focus and time available for individualized instruction, guidance, supervision and assessment.

73 14. Curricular Core - Pharmacy Practice Experiences Page 73 The APPE manual outlines several policies regarding restrictions on site preference and student activities while on rotation. Students cannot select an IPPE or APPE with a pharmacist for whom they have previously worked. Similarly, they cannot select a pharmacy where they previously were or currently are employed. This policy ensures the student experience is educational, is not work oriented, and avoids conflict of interest. Exceptions can be made if the student does not have substantial daily contact with their assigned work area, particularly for elective opportunities. If students accept employment with a pharmacist or pharmacy with whom they are scheduled to complete an APPE, then it is their responsibility to inform their campus specific experiential director, so that a change in assignment can be made. However, they are allowed to accept employment with a pharmacy at which they have already completed an APPE. Furthermore, students are not allowed to preference a preceptor who is a relative or has a relative working in the immediate practice setting. If a student is employed during their P4 year, he/she cannot work during scheduled APPE hours, nor can he/she work during scheduled IPPE hours (P1-P3 year). Students may not be compensated for any pharmacy practice experiences for which they receive academic credit. Students are encouraged to select APPE sites for their ability to meet their educational needs as opposed to location. Some practice sites may be better suited to the student s level of experience and desire for practice environments after graduation. Up until this last year, students selected preceptors and practice sites through a lottery process, using the Clerkship Software System developed at UIC s Center for the Advancement of Distance Education. Students were allowed to tailor their selections to areas of personal interest and academic fulfillment. Students were then randomized to register in 8 groups of approximately 20 students. Students registered at 15 minute intervals on two different days. They received a reciprocal numbered group for the second day of the selection. On the first day students selected Experiential V, two core APPEs, and one elective APPE. On the second day, students selected their other two core APPEs, and another elective APPE. However, this system was not able to interface with the Rockford campus. For 2014, the E*Value system was employed to facilitate enrollment from both the Chicago and Rockford campuses. Students preferenced 4 core APPEs and Experiential V rotations through their home campus and 2 electives from either campus. The E*Value preferencing system will also be used for P1 Shadow Week and P1 Community IPPE. Expectations for the E*Value system are that students are able to rank their preferences for APPEs and the program will optimize students schedules. In the first year of use, optimization generally worked well, although a few students did not get desired rotations, even though sites were available. For these few students, schedules were optimized outside of the E*Value system. The software vendor was notified and is working to correct the issue. Goals and objectives for core rotations are established by the Experiential Education staff in the PMPR Department and are linked to the COP s core competencies. Student performance and progress in each of these areas are closely monitored by faculty members in the Office of Experiential Education. Evaluation forms for core rotations have specific grading criteria associated with them. Preceptors evaluate students verbally and in writing at mid-module and at the completion of each rotation. Preceptors complete a clerkship competency form and a narrative describing the student s strengths and areas needing improvement. The end of module assessment and APPE grade are included in the student s file for review by the experiential education office. Students complete a portfolio during their APPE year and the preceptors are asked to view its contents at the start of each APPE module. Students must complete a student self-assessment form prior to the start of each experience and share it with their preceptors. This allows students to reflect on their perceived strengths and areas in need of improvement. Preceptors can use the information to tailor the rotation to student specific needs. Students also evaluate preceptors and rotation sites. Evaluations are

74 14. Curricular Core - Pharmacy Practice Experiences Page 74 completed by students at a class meeting following the clerkship experience. When a concern is raised, a site visit and follow-up with the student and/or preceptor may be conducted. For elective rotations, on-site performance evaluations are used to assess student competencies in select areas. Preceptors employ assignments, projects and exercises (e.g., presentations, in-services) for students to demonstrate professional ability in the particular elective rotation site. The Office of Experiential Education uses feedback and evaluation to maintain a high degree of quality at these elective rotation sites. The experiential education staff continually assesses the quality of preceptors and practice sites. This process begins with the initial request to become a preceptor/experiential site. It is requested that all preceptors submit a CV. Site evaluation is based on information submitted by the preceptor. This information includes site details such as number of patients seen, types of diseases encountered, hours of operation, and specific goals and objectives of the student experience (particularly for electives). All requests are reviewed by the Director of Experiential Education and staff to ensure the selection of quality sites. Once sites are approved, the students play an important role in evaluating them. Students strongly concur that the available APPE sites were valuable in achieving professional competencies (96% agree, Q 50), allow them to interact with diverse patient populations (99% agree, Q 51), and allow collaboration with other health care professionals (99.0% agree, Q 52) (Appx 9.4). The COP is on target with our peer schools for student agreement on these items (98%). The final method of assessment occurs at site visits made by experiential group faculty. With curriculum revision, the IPPE and APPE will undergo enhancements. The IPPE hours will begin earlier in the curriculum and be more evenly distributed throughout the first three years. The plan includes keeping the P1 Shadow Week and then having students alternate if they will complete the Community IPPE or Hospital IPPE in P1 spring and P2 fall semesters. A full day per week is being planned for IPPE in both of these semesters. P2 spring will be primarily simulation based. The entire P3 IPPE year is devoted to clinical pharmacy and once again a full day per semester is planned. Finally, the APPE year will be modified to 5 week APPEs. Students will complete 4 core and 4 elective APPEs. There will be a 9th time block, so that students can select one time block off during their APPE year. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

75 15. Assessment and Evaluation of Student Learning and Curricular Effectiveness Page Assessment and Evaluation of Student Learning and Curricular Effectiveness As a component of its evaluation plan, the college or school must develop and carry out assessment activities to collect information about the attainment of desired student learning outcomes. The assessment activities must employ a variety of valid and reliable measures systematically and sequentially throughout the professional degree program. The college or school must use the analysis of assessment measures to improve student learning and the achievement of the professional competencies. The college or school must systematically and sequentially evaluate its curricular structure, content, organization, and outcomes. The college or school must use the analysis of outcome measures for continuous improvement of the curriculum and its delivery. 2. College or School's Self-Assessment The college or school develops and carries out assessment activities to collect information about the attainment of desired student learning outcomes. The assessment activities employ a variety of valid and reliable measures systematically and sequentially throughout the professional degree program. The college or school's evaluation of student learning determines student achievement at defined levels of the professional competencies, in aggregate and at the individual student level The college or school uses the analysis of assessment measures to improve student learning and the achievement of the professional competencies. The college or school systematically and sequentially evaluates its curricular structure, content, organization, pedagogy, and outcomes. The college or school uses the analysis of outcome measures for continuous improvement of the curriculum and its delivery. The college or school has developed a system to evaluate curricular effectiveness. The college or school ensures the credibility of the degrees it awards and the integrity of student work. The college or school has mechanisms to assess and correct underlying causes of ineffective learning experiences. The college or school's assessments include measurement of perceived stress in faculty, staff, and students, and evaluate the potential for a negative impact on programmatic outcomes and morale. 3. College or School's Comments on the Standard Focused Questions A description of formative and summative assessments and measures used to evaluate teaching and learning methods and curricular effectiveness, including nontraditional pathway(s) leading to the Doctor of Pharmacy degree (if applicable)

76 15. Assessment and Evaluation of Student Learning and Curricular Effectiveness Page 76 A description of the assessment measures and methods used to evaluate student learning and, achievement at defined levels of the professional competencies and educational outcomes, both in aggregate and at the individual student level How achievement of required competencies by all students is assessed and assured on completion of the program Comparisons with national data and selected peer-group programs (include a description of the basis for the peer-group selection) and trends over time How feedback from the assessments is used to improve student learning, outcomes, and curricular effectiveness The mechamisms in place to assess and correct causes of ineffective learning experiences, including the measurement of perceived stress in faculty, staff, and students and evaluation of the potential for a negative impact on programmatic outcomes and morale 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) Assessment and evaluation of student performance and curricular effectiveness are critical to curricular quality improvement efforts. An assessment map (Appx 3.2) and plan (Appx 3.4) to evaluate student achievement, teaching and learning methods, and curricular effectiveness have been developed. Formative and summative evaluations are utilized to evaluate each area. Specific assessment plans are developed for the RPHARM program (Appx 3.5) and strategic plan (Appx 3.6). An admissions assessment plan is currently in development. For individual students, achievement is assessed via student self-assessment and embedded assessments within core coursework for continuous curriculum improvement. Students perform several formative self-assessments during IPPE (Appx 14.1). Throughout APPEs, students maintain a portfolio which provides them additional opportunities for formative and summative self-assessments (Appx 14.2). Until 2012, students had performed self-assessments of their mastery of UIC Professional Competencies & Outcome Expectations using an internally developed online tool (App 15.1). Due to technical issues, that tool is no longer available online; paper versions are now used. We are exploring using E*Value for self-assessment (Standard 12). Individual student achievement is evaluated through assessments within individual courses (e.g., quizzes, exams, other graded assignments), final course grades, IPPE/APPE evaluations, and maintenance of a satisfactory GPA. To maintain the integrity of these assessments, guidelines were developed for administering exams, academic integrity was defined, and potential consequences of academic dishonesty were described (Appx ). Because the curriculum is mapped to terminal competencies, students who pass all required courses, including IPPE and APPE activities, and maintain a cumulative GPA greater than 2.00 are deemed to have achieved the required competencies and qualify as credible candidates for graduation. Student achievement on an aggregate level, evaluation of teaching and learning, and curricular effectiveness are performed following each semester and summarized in an annual report from

77 15. Assessment and Evaluation of Student Learning and Curricular Effectiveness Page 77 the Assessment Committee (AC) (Appx 3.11). Each semester, student performance on exams, quizzes, and other embedded assessments are evaluated by class and campus in an effort to identify/ correct inequalities. Since expanding to Rockford, 24.8% of embedded assessments significantly differed between campuses, however the differences are small. In most cases, the Chicago campus outperformed Rockford. We continue to evaluate and compare performance across campuses. NAPLEX and MPJE passing rates are used as a gauge for student achievement (Appx ). With the exception of 2012, when the passing rate for graduates was 92.5%, the 5-year NAPLEX passing rates for graduates were within (+/-) 0.7% of the national average passing rate (range %), exceeding the national average Since 2010, graduates have performed within (+/-) 0.3% of the national average for NAPLEX Competency Areas 1, 2, & 3. The passing rates for the MPJE have been equivalent to (2009) or exceeded ( ) the national average passing rate in recent years. Compared to other Illinois and research-intensive schools, 5-year passing rates on both NAPLEX and MPJE for students compared favorably. NAPLEX quizzes and an optional NAPLEX and law review are now offered to 4th year students. We conclude student achievement is high and comparable to national averages and peer programs, reinforcing the effectiveness and credibility of our curriculum. Currently, NAPLEX data is not available for the first class that graduated from the two campus program in May We solicit feedback from several groups, utilizing various mechanisms for individuals to provide programmatic input. AACP survey data obtains input from faculty, graduating students, alumni, and preceptors (Appx 1.3, 9.3, 9.4, 12.4). The majority of faculty, alumni, and preceptors surveyed in 2013 agree we solicit programmatic feedback, are aware of mechanisms to provide feedback, and believe this feedback and other assessment data are used to improve the curriculum. The overwhelming majority of preceptors (89%) agreed or strongly agreed assessment tools provided were suitable for measuring student performance. All students surveyed agreed or strongly agreed the PharmD program fosters in them the importance of reflection and personal plans for improvement. Students were also strongly supportive of the PharmD curriculum. Students, faculty, and staff are also surveyed on their experiences to assess stressors and to obtain additional feedback. All staff completing the Staff Experience Survey assessed their stress level in the previous month as low/manageable. The majority felt confident in their ability to handle stress, cope with responsibilities, and control irritation. Similarly, the Experience Survey of the P1 and P2 classes in 2012 (Appx 15.4) revealed the majority of students reported feeling stressed fairly often/very often, but characterized their typical stress level as low/manageable. The survey does suggest the stress level increases from P1 to P2 year with less P2 students feeling confident in their ability to handle stress compared to P1 students and more P2 students believing the stress level negatively impacts their performance and morale. However, we recognize this may be class specific and not related to coursework in P1 or P2 years. In 2014, a Pharmacy Environment Questionnaire and the Perceived Stress Scale (PSS) were administered to faculty, staff and students. The results showed faculty/staff stress levels are in the low range (mean score 18.3/56); the top two most stressing factors for students were examinations/grades and competition for grades for all classes (Appx ). Measurements of perceived stress amongst faculty, staff and students are performed annually to evaluate and correct ineffective learning experiences. Discussions regarding stress management occurred at the 2014 annual faculty retreat. Assessment of teaching and learning methods and curricular effectiveness is obtained through various evaluations at semester s end. Course coordinators complete an End-of-Course Report (Appx 3.9) where feedback regarding student performance and curricular improvement is provided. Similarly, at the conclusion of each didactic course, IPPE and APPE, students complete evaluations of the course

78 15. Assessment and Evaluation of Student Learning and Curricular Effectiveness Page 78 coordinators (Appx 3.7), instructors (Appx 3.8), as well as IPPE/APPE sites and preceptors (Standard 14). Student response rates typically exceed 80%. Feedback from these evaluation tools is used by the instructors, course coordinators, preceptors, the AC and the EPC to make modifications to course content and/or teaching/learning methods. Student forums (Appx 15.7) are held mid-semester to provide opportunities to give feedback to the Dean and course coordinators regarding curricular issues. The Dean s Forum is an open discussion for all students conducted by the Dean. Students ask questions related to student experience, including the curriculum. Each class also holds a student forum to provide feedback to the course coordinators each semester. The Associate and Assistant Deans for Academic Affairs and Student Affairs as well as the EPC Chair, Team Leaders, and other members of College leadership participate. Team Leaders are another conduit of feedback between students, course coordinators, and the EPC. Team Leaders are assigned to a particular class (e.g., P1, P2, or P3) and serve as resources for course coordinators and students. They attend EPC meetings and provide monthly reports to the committee regarding new or on-going issues related to the curriculum. Several noteworthy changes to the curriculum were made since the 2007 Self-Study. The most impactful changes include expansion to Rockford, implementation of Echo360 and related distance technology, and ongoing curricular revision efforts. While implementation of distance technology is closely tied to the Rockford expansion, it has also provided faculty with additional teaching and learning methods to employ in the classroom. For example, this technology has been used to flip the classroom to provide more active learning opportunities for students during scheduled class time. Additionally, online electives are now offered taking advantage of this technology for course delivery. The ongoing curricular revision process is the most in-depth curricular change made since The process started in 2009 through participation in AACP Curricular Change Summit. Over the next 2 years, we obtained input from various stakeholders. Since 2012, we completed 2 curricular revision phases. In Phase I, a Curricular Revision Steering Committee and 6 Subcommittees consisting of faculty from each department, students, and alumni were formed. Each subcommittee provided recommendations regarding foundational curriculum decisions (Appx 15.8). In Phase II, curricular revision process convened a smaller committee (2 faculty from each department, 1 experiential education faculty and 1 Rockford faculty) to develop a curricular framework, using Phase I recommendations. During Phase II, the committee updated the curricular map, identified gaps and redundancies and addressed these in the final proposal (Appx 15.9). Innovative aspects of the curricular revision proposal include changes to prerequisites, IPPE and APPE, addition of new courses, the concept of modular design for selected courses, flexibility to pursue joint degree programs, and inclusion of competency assessments at various points throughout the curriculum to assess student achievement and curricular effectiveness. Throughout the process, the EPC has held town hall meetings and presented to each department to engage faculty and solicit feedback. The faculty has approved new competencies, outcomes, and changes to the prerequisites. Phase III of curricular revision is ongoing and consists of developing specific course content and delivery. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant

79 15. Assessment and Evaluation of Student Learning and Curricular Effectiveness Page Recommended Monitoring (School comments begin here)

80 16. Organization of Student Services Page Organization of Student Services The college or school must have an organizational element(s) devoted to student services. The administrative officer responsible for this organizational element must oversee and coordinate the student services of the college or school. 2. College or School's Self-Assessment The college or school has an organizational element(s) devoted to student services. The organizational element(s) devoted to student services has an administrative officer responsible for overseeing and coordinating them. The budget assigned to student services is sufficient to provide needed services. The college or school has an ordered, accurate, and secure system of student records which are confidential and maintained in compliance with the Family Educational Rights and Privacy Act (FERPA). Student services personnel are knowledgeable regarding FERPA law and its requirements. The college or school provides students with financial aid information and guidance, academic advising, career-pathway and other personal counseling, and information about post-graduate education and training opportunities, e.g., residencies, fellowships, and graduate school. The college or school offers access to adequate health and counseling services for students. Appropriate immunization standards exist, along with the means to ensure that such standards are satisfied. The college or school has policies in place so that students who have off-campus classes or pharmacy practice experiences fully understand their insurance coverage and where and how to access health and counseling services. The college or school has a policy on student services, including admissions and progression, that ensures nondiscrimination as defined by state and federal laws and regulations, such as on the basis of race, religion, gender, lifestyle, sexual orientation, national origin, or disability. The college or school ensures that students in all degree program pathways and geographic locations have equal access to and a comparable system of individualized student services (e.g., tutorial support, faculty advising, counseling). 3. College or School's Comments on the Standard Focused Questions A description of student services offered and, if applicable, how the college or school ensures that students in all degree program pathways and geographic locations have equal access to and a comparable system of individualized student services (e.g., tutorial support, faculty advising, counseling) A description of the sections of the student handbook that deal with specific requirements of the standard and guidelines

81 16. Organization of Student Services Page 81 How the college or school provides students with financial aid information and guidance, academic advising, career-pathway and other personal counseling, and information about post-graduate education and training opportunities 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 Office of Student Affairs (OSA), the Office of Diversity and Inclusion (ODI), and the Office of Professional Development (OPD) work collaboratively to provide leadership in the development and provision of student services, especially toward the professionalization and socialization of our prepharmacy and professional students. An organizational chart depicting the Provision of Student Services and the corresponding responsible person(s) is found in Appendix Dr. Thomas TenHoeve, Associate Dean, OSA, oversees and leads student services in the COP. In addition, he actively participates in AACP, especially on admissions issues, and has been directly involved with PharmCAS since its inception. His CV can be found in Appendix OSA oversees, coordinates and administers multifaceted activities and services (e.g., recruitment programs, administration of admissions and academic progress, maintenance of records, organization of academic advising and career pathway counseling, verification of completion of degree requirements, linkage with university-wide student services). Dr. TenHoeve, in conjunction with Dr. Kristen Goliak, Director of Experiential Education in the PMPR Department, oversee the annual criminal background checks and drug screenings. OSA personnel and those dealing with confidential data obtain FERPA certification. The university requires personnel dealing with student records undergo standard online training and pass an associated quiz. All confidential materials are maintained on university secured servers. University policy about FERPA and tutorial can be viewed here: student_records_policy.html. While the COP Admissions Committee (AdC) recommends student acceptance or rejection, OSA provides oversight and administration of the admissions process. OSA advises applicants, processes applications materials (PharmCAS and supplemental), and helps the AdC determine appropriate applicant screening methods. OSA provides extensive information to prospective students via its website at and through recruitment visits (e.g., high schools, colleges, universities). Disseminated information includes the PharmD program and curriculum description, COP, program prerequisites, and pre-pharmacy guides (pre-pharmacy course listing) for most schools in Illinois and bordering states. Printed materials are also made available to prospective students. OSA plans and implements all orientation programs for admitted students. These programs make students aware of campus and COP resources. OSA informs incoming students about professionalism and appropriate behavior, the Honor Code, and general expectations of COP students. The new student orientation also includes the White Coat Ceremony and orientation to information technology resources provided by COP s Information Technology unit.

82 16. Organization of Student Services Page 82 Electronically, the OSA provides documents to current students. Examples include, the Student Handbook (available online at the following link: current_students/studenthandbook.pdf), the PharmD curriculum, joint curricula, class schedules, Pharmacy Student Council (PSC) minutes, registration information, scholarship opportunities, and financial aid. OSA provides advising to first-year students and encourages their selection of a faculty advisor/career mentor at the beginning of P1 spring semester. Career advising has recently been expanded under the newly created OPD. The Scholarship and Awards Committee (SAC) selects scholarship and award recipients. The OSA and the Office of Advancement and Alumni Affairs (OAAA) provide oversight and administration of the scholarship and awards process; coordinating efforts with the SAC by providing an on-line application for scholarships. OAAA is also responsible for the organization of the annual Scholarship and Awards Ceremony and is assisted by OSA. Other than annual COP scholarships and awards, the OSA does not handle student loans or financial aid. These are handled by the Office of Student Financial Aid (OSFA). Students are referred to OSFA for questions and guidance regarding financial aid information. OSFA has a designated individual for COP students, and s/he is introduced to the incoming students during student orientation. Any COP student who has a documented disability, as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, is referred to the campus Disability Resource Center (DRC). Students with disabilities requiring accommodations must be registered with the DRC. The DRC writes accommodation letters for students and OSA works with students by having them self-identify to their course coordinators to ensure appropriate accommodations. The COP makes accommodations on a case-by-case basis with advice from the ODS. Students are provided an overview of the Chicago University Counseling Center (UCC). A UCC counselor gives a presentation to the students during orientation week and facilitates discussion with alumni (who are current pharmacy practice residents) to address how stressful situations can arise and should be handled. Time is permitted for Q&A and an open-door policy is stressed. Additionally the OSA assists with the facilitation of the process, as needed. Personal counseling is offered through the UCC. If students demonstrate test anxiety, they are referred to the UCC for test preparation strategies. The UCC is staffed by licensed and board certified psychologists, a psychiatrist, and clinical therapists. The Rockford campus also has licensed psychiatrists. The UCC is accredited by the International Association of Counseling Services. Each student is required to have and maintain health insurance whether it is the CampusCare policy or a private insurance policy. Students are permitted to select the option best suiting them. Student health services are provided by CampusCare ( a comprehensive student health benefit program offered to eligible enrolled students. Enrolled students who have not previously waived out of the Student Health Benefits Program are automatically enrolled. Benefits and procedures for using CampusCare are provided to students when they enroll, via the UIC web. The "Matriculation and Continued Enrollment Policies" (which include information about immunization requirements, background checks, drug screens, technician licenses, HIPAA, technical standards, etc.) are linked from the following Student Affairs/Current Students website ( student_affairs/current_students/enrollment_requirements.php). Currently, two information sessions are made available to students, in fall and spring, to discuss the policies/requirements and also to help ensure they are met in a timely manner.

83 16. Organization of Student Services Page 83 Standardized immunization records are collected from the PharmD students via the Mandatory Pharmacy Student Immunization Documentation Form linked from the Student Affairs/Current Students website ( These forms are submitted to either the experiential program coordinator on the Chicago or Rockford campus. COP Professional Technical Standards as these relate to the professional degree program are found on the web under Matriculation and Continued Enrollment Policies on the OSA website (Appx 16.3) ( The ODI, led by Dr. Clara Awe, Associate Dean for Diversity, was created to promote increased recruitment, retention and advancement of diverse faculty, students and staff, particularly underrepresented groups, and to oversee all diversity activities involving COP. Dr. Awe and her staff, consisting of the Associate Director for Diversity Affairs and the UHP Recruitment Coordinator, act as a central resource for monitoring diversity efforts and outcomes of the Diversity Strategic Thinking and Planning committee initiated in The ODI attempts to create an environment placing an importance on embracing, appreciating, and capitalizing on the rich perspectives and backgrounds of the people around us to accomplish a shared mission. An overwhelming 99% of students agree the COP is welcoming to students with diverse backgrounds compared to 95% of peer schools (Appx 9.4). The mission of the Office of Professional Development (OPD) is to oversee and coordinate a COPbased counseling/mentoring and planning service for PharmD and graduate students. Dr. Nicholas Popovich, Associate Dean for Professional Development, supports the students personal, professional, and social development. In addition to working with OSA and ODI, the OPD works closely with the OAAA to cultivate and nurture alumni support and facilitate student/alumni networking and mentoring opportunities. Programs are planned and conducted to help students develop critical performance-based abilities, e.g., verbal/nonverbal communication, problem-solving, critical thinking, integrative competence, and soft skills. Specifically, the development of soft skills through effective programming will enhance students development (e.g., one s presence and elevator speech, personal and social competence). To provide Rockford campus student services, the College of Medicine (COM) and the COP OSA work collaboratively to handle students needs. Rockford COM and COP student needs are similar (e.g., the areas of housing, CampusCare student health, other academic support services). The COM and the COP each have their own lead Student Affairs personnel. For the COP, this is the Director of Student Affairs. This Director reports to the Associate Dean of Student Affairs on the Chicago campus, with a dotted reporting line to the Rockford Vice Dean. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

84 17. Admission Criteria, Policies, and Procedures Page Admission Criteria, Policies, and Procedures The college or school must produce and make available to students and prospective students criteria, policies, and procedures for admission to the professional degree program. Admission materials must clearly state academic expectations, required communication skills, types of personal history disclosures that may be required, and professional standards for graduation. As a component of its evaluation plan, the college or school must regularly assess the criteria, policies, and procedures to ensure the selection of students who have the potential for academic success in the professional degree program and the ability to achieve the professional competencies and to practice in culturally diverse environments. Student enrollment must be managed in alignment with available physical, financial, faculty, staff, practice site, preceptor, and administrative resources. The dean and a duly constituted committee of the college or school must share the final responsibility for enrollment and selection of students. 2. College or School's Self-Assessment The college or school produces and makes criteria, policies, and procedures for admission to the professional degree program available to students and prospective students. Admission materials clearly state academic expectations, required communication skills, types of personal history disclosures that may be required, and professional technical standards for graduation. As a component of its evaluation plan, the college or school regularly assesses the criteria, policies, and procedures to ensure the selection of students who have the potential for academic success in the professional degree program, the ability to achieve the professional competencies, and the disposition to practice in culturally diverse environments. Student enrollment is managed in alignment with available physical, financial, faculty, staff, practice site, preceptor, and administrative resources. The dean and a duly constituted committee of the college or school share the final responsibility for enrollment and selection of students. Written and verbal communication skills are assessed for student admissions in a standardized manner. Interviews are structured to consistently address key admission criteria for each applicant. Interviewers have appropriate credentials and are trained in successful interview strategies and techniques. Evaluation of professional attitudes and behaviors is a component of the student selection process. The college or school develops and employs admission criteria that set performance expectations for admission tests, evaluations, and interviews used in selecting students who have the potential for success in the professional degree program and the profession. The admission evaluation of students is documented and records are maintained by the college or school.

85 17. Admission Criteria, Policies, and Procedures Page 85 Admission criteria, policies, and procedures are not compromised regardless of the size and quality of the applicant pool. In accordance with United States Department of Education regulations, the college or school has a process in place through which the college or school establishes that the student who registers in a distance education course or program is the same student who participates in and completes all course or program requirements and receives academic credit. Consultation with ACPE occurs at least six months before recruiting students into new pathways or programs. The college or school ensures that early assurance students are at least as well qualified as students accepted for direct entry into the first professional year. Early assurance agreements and policies allow the college or school to manage student enrollment in alignment with physical, financial, faculty, staff, practice site, preceptor, and administrative resources. N/A 3. College or School's Comments on the Standard Focused Questions Admissions and enrollment Information, highlighting how specific requirements of the standards and guidelines are met, including those for early admission agreements or policies, if applicable How admission evaluations of students is documented and how records are maintained. A description of the college or school's recruitment methods A description of methods used to assess verbal and written communication skills of applicants to the program How enrollment is managed in alignment with available physical, financial, staff, faculty, practice site, preceptor and administrative resources How curricular outcomes data are correlated with admissions data 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 COP has made significant progress toward admitting a more diverse group of well-rounded and highly qualified students. The Office of Student Affairs (OSA), the Office of Diversity and Inclusion (ODI), and personnel from the National Center for Rural Health Professions share recruitment efforts. The structure of OSA has changed to assist with this task. Directors of Student Affairs positions were created on both campuses. One aspect of the directors roles is to interface with prospective students and the advisors who work with the pre-health students. In addition, they design programming to assist in the College s recruitment efforts. To increase recruitment efforts, a full-time recruiter was hired at the Rockford campus in August Interactive video conferencing technology and social media have been incorporated, complementing traditional recruitment efforts.

86 17. Admission Criteria, Policies, and Procedures Page 86 Other recruitment efforts include participation in Chicagoland health/career fairs and occasionally throughout the state and out of state. The OSA hosts pharmacy information sessions on both campuses. The ODI and the OSA participate in pre-pharmacy and pre-health professions clubs at UIC, city colleges, suburban community colleges and other top feeder colleges/universities. This past year, the OSA staff participated in the AACP Virtual College Fair. The ODI offers many recruitment initiatives for underrepresented minority (URM) students, including the COP Urban Pipeline Program (UPP), a five-week comprehensive academic enrichment opportunity and summer internships with CVS and Walgreens, partnerships with Historically Black Colleges and Universities (HBCUs) and Hispanic Serving Institutions (HSIs) using SKYPE technology to provide academic advising to URM students in HBCUs and HSIs, and a PCAT Prep Course for prospective students. Pre-admission counseling/prerequisite coursework reviews are provided to prospective students by the OSA and ODI (Appx 17.1). To facilitate more efficient and timely communication and follow up, a special account ([email protected]) was created. The new system allows tracking and gives staff members the ability to respond. In the past, much recruitment effort was focused on the UIC and UIUC campuses. These two campuses provide the largest percentage of admitted students. The UIC Guaranteed Professional Program Admissions (GPPA) Initiative also acts as a feeder for applicants to the COP (Appx 17.2). Recent efforts have shifted toward recruiting applicants from outside the Chicago metro area, including those from rural backgrounds for the Rockford campus. State University Affiliation Agreements/Programs with UIUC, NIU, WIU, EIU, and ISU have been formed to assist with this effort (Appx 17.3). The International Clinical Pharmacy Program recruits international pharmacists (International Affiliate Program [IAP]) to the PharmD program. These students are recruited from strategic international partners and typically admitted to the P2 year as they have earned pharmacy degrees. The content of the current P1 curriculum is satisfied by international BS pharmacy programs. Therefore, these students are, typically, given advanced standing. With curricular revision, the sequencing of therapeutics (i.e., PDAT) courses will affect the timeframe these affiliates join the class. When the new curriculum is implemented, policies will be modified to admit these students in the spring P1 year. Admission information is available here: prospective_students/index.php. The website lists required course work, the application process, the supplemental application, requirements and the conditions of acceptance for the state university affiliate programs, and the GPPA and the IAP policies and procedures. The number of doctorate degrees awarded is projected to remain constant over the next 5 years, despite the overall projections for positions to increase nationally. Illinois has 5 other pharmacy schools and neighboring states have 9 pharmacy schools. This has challenged recruitment efforts. Over the last 6 years, the COP has experienced total (PharmCAS only) and complete application (PharmCAS plus COP supplemental materials) fluctuations (Appx 3.21). Our recruitment goal is to maintain completed applications at around 800 per year to continue to attract highly qualified, diverse applicants. Our admission process has moved away from focusing solely on GPA and PCAT outcomes to take a broader, more holistic, view of candidates to assess leadership potential and communication aptitude. WebAdMIT, the web portal to the PharmCAS system, has helped with this approach to admissions because of better data tracking/entry and ease of use by Admissions Committee (AdC) members. Documentation of admission evaluations is completed within the PharmCAS system including scores submitted by an AdC member evaluating applicants leadership characteristics, work and

87 17. Admission Criteria, Policies, and Procedures Page 87 volunteer experiences, hardships and attributes along with PCAT, GPA and pre-pharmacy coursework completion. Applicants supplemental application materials are received by OSA electronically and uploaded into the PharmCAS system. Applicants must complete a short on-line application as part of the supplemental application process. After careful and thorough review by the AdC, qualified applicants are invited to interview via an letter that includes a link to online interview scheduling and an admission interview recording. This online recording includes a message from the Dean, a look at each campus and a description of the interview process. The on-site interview process employs the Multiple Mini-Interview (MMI) style. This allows applicant assessment by 6 interviewers instead of one. Key personal characteristics (i.e., communication skills, ethics, team work, problem-solving, time management, professionalism) are evaluated. Communication skills are the key component being evaluated during this process and all interviewers have input into the applicant s communication ability. Applicants can be denied admission if 2 interviewers deem the applicant s interview unacceptable. An on-site writing assignment assesses applicant ability to write clear, concise thoughts using fluent and appropriate English. The interview process for IAP does not currently utilize the MMI process. The interviews for these applicants are conducted via video conferencing; discussions about this process are ongoing. The AdC continues to improve the quality and consistency of applicant scoring through consistent training of file reviewers and interviewers. The admission process is illustrated in a flow chart (Appx 17.4). Training handouts are compiled, live recordings are available and surveys of the process are provided. Evaluation forms are modified yearly based on feedback received and discussed by the AdC. File reviewers are AdC members. Interviewers include primarily volunteer faculty members, staff and alumni. Appendix 17.5 includes training forms, scoring sheets, the interview invitation and survey instrument. Admission process surveys have been conducted for the past 3 years with overall interview and admission process satisfaction illustrated in Appendix Examining the 2012 and 2013 surveys for the MMI process, 86-88% of the applicants felt the interview day was well organized. Further, the interview day enhanced the applicant s interest in UIC COP by 62-77%. Eighty-five to 87% of the applicants agreed the interview was well conducted and 88% and 89% agreed the process was fair. Overall, 81-85% agreed the admission process provided a good feeling about the COP. In 2013, satisfaction with the admission process was evaluated. Similar to peer school data, 95% of students agreed the admission process was well organized (Appx 9.4). The OSA provides the AdC and faculty with updates about admitted students characteristics every year. Although GPA and PCAT averages have remained consistent from 2009 to 2013 (Appx 3.22), the AdC has noted a few outliers and sought the assistance of the Assessment Committee in correlating the admission process with curricular outcomes. An ad hoc committee on admissions and assessment was formed by the Associate Dean of Academic Affairs and is working to outline an overall admissions assessment strategy allowing continued monitoring and improvement to the holistic admissions review process on a regular basis. Five year enrollment goals are to continue to admit 160 students per year on the Chicago campus and to increase enrollment at the Rockford campus to admit 50 students per year by emphasizing its small classroom setting, technology and need for rural pharmacists (Appx 17.7). Over the past 6 years, the COP has continued to recruit highly qualified applicants for both campuses and maintain high standards.

88 17. Admission Criteria, Policies, and Procedures Page 88 Appendix 3.21 illustrates the applicant pool over the past 5 years and describes the enrolled students for each admitted class. Most of the entering students have earned baccalaureate degrees, attained PCAT composite scores greater than 70th percentile, and demonstrated cumulative GPAs greater than 3.4. Exit survey and employment data on graduating students is provided in Appendix The COP is applying the guidelines satisfactorily to recruit and admit students fairly into the college. As noted above, the transition is to have a more holistic applicant review process. Initiation of the MMI style of admissions interviewing, the addition of consistent application review, interview training, the invitation to interview video clip, and the surveys conducted after the admission processes are all notable achievements. The COP is one of the first COPs to use the MMI process. The surveys examining the admission process are a valid objective measure for the AdC members and the OSA continue to work together to identify areas for improvement and implement changes continually. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

89 18. Transfer of Credits and Waiver of Requisites for Admission with Advanced Standing Page Transfer of Credits and Waiver of Requisites for Admission with Advanced Standing The college or school must produce and make available to students and prospective students transfer credit and course-waiver policies, based on rational procedures and defensible assessments. 2. College or School's Self-Assessment The college or school produces transfer credit and course-waiver policies, based on rational procedures and defensible assessments and makes that information available to students and prospective students. The college or school implements policies and procedures for the evaluation of the equivalency of educational courses (preprofessional or professional) prior to admission or transfer to the professional degree program. Requisites are only waived based upon an educationally sound assessment of the professional competencies (as set forth in Standard 12) that have been achieved through continuing pharmacy education, other postgraduate education and training, and previous pharmacy practice experience. The college or school has established and implemented policies and procedures for students who request to transfer credits or who wish to change from one program pathway to another. 3. College or School's Comments on the Standard Focused Questions The number of transfer students, including (if applicable) international students or graduates of other professional degree programs admitted with advanced standing, and an assessment of the correlation between the criteria in the transfer policy and success in the program. If applicable, comparative performance data should be provided 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) There are 3 categories for transfer students: 1) students seeking admission into COP who began their professional education at other ACPE-accredited COPs, 2) currently enrolled PharmD students seeking to transfer elective coursework from non-uic colleges or other UIC programs, and 3) international students associated with our international affiliate programs seeking admission into COP with advanced standing. Regardless of transfer type, the review of materials for advanced standing or for transfer is consistent, equitable, and rigorous to ensure successful student outcomes. Transfer of course credit for students beginning their professional education at other ACPE-accredited COPs is determined on a case-by-case basis. Individualized consideration to the uniqueness of curricular and coursework pathways of various PharmD programs is given. Credit and waivers for courses completed at other ACPE-accredited COPs are approved and credited towards the COP PharmD program only if deemed equivalent to UIC COP course offerings. Prospective transfer

90 18. Transfer of Credits and Waiver of Requisites for Admission with Advanced Standing Page 90 applicants must be willing to accept curricular adjustments if their transfer applications are approved. Transfer applicants are required to complete the remainder of the regular PharmD application and interview process to be considered for COP admission (Appx 18.1). Prospective transfer applicants are encouraged to contact the OSA initially to discuss a potential transfer before initiating the transfer application process. Transfer students information is under the Pathways to Pharmacy School section: Enrolled students can pursue elective education and enrichment via courses offered at non-uic educational institutions and other UIC academic units. If approved, these courses can count to fulfill the 12 credit hour elective requirement in the PharmD curriculum. Credit and waivers for these courses are not guaranteed and are considered on a case-by-case basis. Non-UIC courses must come from other ACPE-accredited COP. Because of this, courses are reviewed and usually transferred without EPC approval. If a proposed transfer course appears to be similar to a COP course, the student is required to provide the transfer course materials to be reviewed by the COP course coordinator to ensure the transfer course is sufficiently different. If the review demonstrates a significant amount of overlap, the proposal is denied. Courses outside the COP, but offered by other UIC programs, are considered on a case-by-case basis. Students must complete the Proposal for Transfer of Elective Credit form available on the Student Affairs, Current Students webpage; current_students/electiveproposalform.pdf. The proposal for transfer is submitted and reviewed by Associate Dean of Student Affairs and discussed with the Associate Dean of Academic Affairs. If the course complements the PharmD curriculum, the proposal is approved. Certain courses in UIC joint degrees and certificate programs have been reviewed and approved by EPC for fulfilling elective requirements. Students pursuing joint degree or certificate programs are not required to submit Proposal for Transfer of Elective Credit forms; they are required to complete the Statement of Intent to Pursue a Joint or Dual Degree Program form; JointDegreeProgramFo.pdf. UIC COP is held in high regard internationally for professional pharmacy education and has developed strong affiliate partnerships with several overseas COPs. In lieu of course credit transfers from overseas professional pharmacy degree program towards the COP PharmD degree program, prospective PharmD students who successfully graduated from these respective foreign affiliate professional pharmacy degree programs and attained pharmacist licensure in their home countries are eligible for the program with advanced standing entry pending successful outcome of the regular admissions process. These students are not classified as traditional transfer students. Many have completed clinical residency training programs. In addition to OSA, program logistics fall under the purview of the Director, International Pharmacy Education. The EPC reviews and approves advanced standing for the international affiliate partnership students ensuring pharmacy coursework previously taken meets professional competencies that would be stressed in the waived coursework. Foreign Affiliate Program information is here: InternationalAffiliates.php. For the year, there were 10 international affiliate PharmD students. The foreign coursework for these students was vetted according to the above processes. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant

91 18. Transfer of Credits and Waiver of Requisites for Admission with Advanced Standing Page Recommended Monitoring (School comments begin here)

92 19. Progression of Students Page Progression of Students The college or school must produce and make available to students and prospective students criteria, policies, and procedures for academic progression, academic probation, remediation, missed course work or credit, dismissal, readmission, rights to due process, and appeal mechanisms. 2. College or School's Self-Assessment The college or school produces and makes available to students and prospective students criteria, policies, and procedures for academic progression, academic probation, remediation, missed course work or credit, dismissal, readmission, rights to due process, and appeal mechanisms. The college or school's system of monitoring student performance, based on formative assessments of learning outcomes provides for the early detection of academic difficulty. The college or school maintains a record of student retention, attrition, and on-time graduation, identifies and analyzes trends, and makes programmatic adjustments as needed. The college or school ensures that all students have comparable access to individualized student services such as comprehensive academic success counseling, tutoring and faculty advising. 3. College or School's Comments on the Standard Focused Questions How student matriculation, progression and graduation rates correlate to admission and transfer policies and the college or school's mission The academic counseling and/or student support staff available to work with students seeking to retain or regain good academic standing, and how extensively they are utilized 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) Policies addressing student progression, academic probation, remediation, missed course work or credit, dismissal, readmission, due process and appeals are made available to current and prospective students through various methods (Appx 19.1). These include the College and University websites, the Student Handbook, and the UIC Undergraduate Catalog. The Office of Student Affairs (OSA), the Office of Diversity and Inclusion (ODI), and the Office of Academic Affairs (OAA) work collaboratively to direct prospective and current students to the appropriate resources and information regarding these policies.

93 19. Progression of Students Page 93 Policies approved by the Educational Policy Committee addressing student progression/class standing, core course GPA requirements, remediation, incomplete grades, course waivers, and clerkship requirements can be found on the OAA Policy Statements webpage ( academic_affairs/policy_statements/policy_statements.php). In addition to the OAA website, these policy statements are also summarized in the UIC Undergraduate Catalog ( catalog/pm.shtml) in the section entitled College Policies and in the Student Handbook in the Academic Policies and Course Policies sections ( StudentHandbook.pdf). Academic Standing policies (approved by the Academic Standing Committee) regarding academic probation, dismissal, readmission, and continued enrollment are presented in the UIC Undergraduate Catalog and in the Student Handbook linked above. In addition to educational and academic policies, the College has Matriculation and Continued Enrollment Policies (Appx 19.2) that involve such things as the College s Honor Code, Professionalism and Appropriate Behavior, campus admission and class attendance, immunizations, background checks and drug screens, technician licensure requirements, and technical standards. These policies are found on the OSA website on the Current Students page ( The lock-step nature of the current curriculum does not allow for course remediation during the same academic year. The OSA helps students create a plan of study to retake the failed course(s) during the same semester of the following year. When the failed course is a prerequisite for a core course, this sets the graduation date back by at least one year. An explanation of this process is available in the Student Handbook under the Course Policies section. Students rights of due process and appeals are laid out in the Student Academic Grievance Procedures. These procedures, established and required by the University, define an administrative process through which students may seek resolution of complaints or grievances regarding academic standing during their enrollment at UIC. Information about the Student Academic Grievance Procedures can be found on the OSA website, in the Student Handbook (in the Academic Policies section, p. 10) and on the UIC website ( Student progression and on-time graduation rates have been consistently above the national average from 2008 through 2013 (Appx 19.3). When compared to data from 2011 through 2013, the graduation and attrition rates for the Class of 2014 decreased. This decrease can be attributed, in part, to existence of students in joint degree programs. The on-time graduation and attrition rates are based on students successfully completing the PharmD program within four years of matriculation. These rates do not necessarily accurately reflect the accomplishments of students pursuing joint degree programs. In the PharmD/MS joint degree program, students typically complete their PharmD coursework in four academic years, overall it takes them five years to complete the both degrees. Likewise, students in PharmD/PhD joint degree programs take longer than five years to complete. Therefore, it is expected that some students will fail to meet the four-year on-time graduation due to their successful admission into dual degree programs where delayed graduation is planned into the program. The COP currently has five joint PharmD/MS students who were admitted in These students are scheduled to graduate in May 2015 rather than May 2014 due to their joint degrees. If these five students are factored out of the 2014 on-time graduation rate, the rate becomes 96.20%; better than the national average over the past five years ( ). The number of earned PharmD degrees has ranged between from The increase to 189 degrees in 2014 occurred because the COP graduated the first Rockford campus class.

94 19. Progression of Students Page 94 The attrition rate is defined as students not graduating within four academic years (Fall to Summer) from the time they matriculated into the curriculum. The attrition rate is affected by participation in joint degree programs, the need for remediation, withdrawals, and dismissals. Important to note is the fact that half or more of these students falling into the attrition category graduate(d) at a later time. In addition, the number of withdrawals remains quite low, and academic dismissals have been below 2% throughout the past five years, better than the national average ( ). The COP has excellent overall graduation and retention rates. The COP has devoted a large number of resources to manage professional pharmacy students successfully on the Chicago and Rockford campuses. The OSA, the ODI, and OPD offer a comprehensive support package for our diverse student population from admission through graduation. The OSA and ODI (when appropriate) work with any students seeking to retain or regain good academic standing. The Academic Standing Committee often requires students on academic probation to work with the OSA. All students are able to follow their academic performance for each course through the grade center in the online, secure UIC Blackboard system. Keeping the grade center up-to-date is a priority for course coordinators. Consequently, students have the constant opportunity to follow their academic progression in their courses. Also, most course coordinators alert students who are at risk for failing a course as they progress through the latter part of the course or after a particularly poor examination performance. A course coordinator may also request the OSA to forward a letter notifying students of their poor performance in a course. Sixty percent of faculty agreed or strongly agreed that the COP effectively manages poor academic performance of students (vs. 76% of peer schools); however, a large number of faculty (22.7%) were unable to comment on this statement, possibly due to a lack of knowledge or awareness (Appx 1.3). Student satisfaction surveys identified that some students felt that they did not receive adequate career mentoring and advising. Thus, the OPD was created to fill this void. This office works collaboratively with the OSA, the ODI, and the Office of Advancement and Alumni Affairs (OAAA) to provide career development programming/services and to connect students with alumni and interested faculty (on either campus) who have volunteered to serve in a mentoring capacity. The OAAA has created a list of alumni who have indicated a sincere interest in mentoring/advising students. Notably, the value of alumni participation in mentoring/advising can be planned and linked according to the student s career interests (e.g., pharmaceutical industry, government, hospital practice) and the alum s expertise/experience. Typical academic advising matters (course registration, academic policies, etc.) continue to be handled by the OSA and the ODI. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

95 20. Student Complaints Policy Page Student Complaints Policy The college or school must produce and make available to students a complaints policy that includes procedures to be followed in the event of a written complaint related to one of the accreditation standards, student rights to due process, and appeal mechanisms. Students must receive information on how they can submit a complaint to ACPE for unresolved issues on a complaint related to the accreditation standards. 2. College or School's Self-Assessment The college or school produces and makes available to students a complaints policy that includes procedures to be followed in the event of a written complaint related to one of the accreditation standards, student rights to due process, and appeal mechanisms. Students receive information on how they can submit a complaint to ACPE for unresolved issues on a complaint related to the accreditation standards. The college or school includes information about the complaint policy during student orientation. The college or school maintains a chronological record of student complaints related to matters covered by the accreditation standards and allows inspection of the records during on-site evaluation visits by ACPE. The college or school informs ACPE during an on-site evaluation if any of the student complaints related to the accreditation standards have led to legal proceedings, and the outcomes of such proceedings. 3. College or School's Comments on the Standard Focused Questions How the complaint policy is communicated to students The number of complaints since the last accreditation visit and the nature of their resolution 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 UIC COP has in place, and makes readily available to students, information regarding the COP Student Complaints Policy (Appx 20.1). The College s complaints policy is broken into three components: 1) UIC Academic Grievance Procedures, 2) UIC Public Formal Grievance Procedures, and 3) the ACPE Student Complaints Policy (regarding ACPE Accreditation Standards). The OSA website has a page dedicated to addressing these components ( Grievances.php).

96 20. Student Complaints Policy Page 96 UIC has jurisdiction over academic and public grievances. Therefore, the COP applies these guidelines in accordance with university procedures. The Student Academic Grievance Procedures ( define an administrative process through which students may seek resolution of complaints or grievances regarding academic standing during their enrollment at UIC. The policies and procedures are published in the COP Student Handbook and outline the eligibility to use these procedures, the informal processes that must be pursued before initiating a formal grievance, the formal grievance procedure itself and information that is essential to the proper interpretation and use of these procedures. The Student Handbook is available online as a pdf file at the following link ( student_affairs/current_students/studenthandbook.pdf). The UIC Public Formal Grievance Procedures have been implemented to address complaints of discrimination on the basis of age and/or disability in any activity, policy, rule, standard, or method of administration that is related to the operation of University's programs. The policies and procedures are published on the UIC Registrar s website ( public_grievance_procedures.html). Information regarding the handling of complaints related to ACPE standards can be found at: The ACPE webpage describes the processes of filing a complaint against any institution that holds accreditation status for its professional program. This includes complaints from other institutions, students, faculty, or the public against a college or school of pharmacy, including tuition and fee policies, and related to ACPE standards, policies or procedures. As students are instructed to file their complaints directly to ACPE, the COP does not have access to this information. They are handled by the Accreditation Council in accordance with their standard policies. There have been no complaints since Of note, approximately 90% of students agree or strongly agree they are aware of the process for raising issues with the college/school administration, exceeding the 82% agreement achieved by peer schools (Appx 9.4). 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

97 21. Program Information Page Program Information The college or school must produce and make available to students and prospective students a complete and accurate description of the professional degree program, including its current accreditation status. 2. College or School's Self-Assessment The college or school produces and makes available to students and prospective students a complete and accurate description of the professional degree program, including its current accreditation status. Admissions policies, procedures, and practices fully and clearly represent the conditions and requirements related to distance learning, including full disclosure of any requirements that cannot be completed at a distance. 3. College or School's Comments on the Standard Focused Questions 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 COP provides current and prospective students with an accurate description of the professional and graduate programs in four ways. These include the UIC Undergraduate Catalog, the UIC Graduate Catalog, College recruitment print media, and University and College websites (Appx 21.1). The UIC Undergraduate Catalog ( contains a section about the COP and also includes course descriptions of courses taught by the COP. The catalog includes the current ACPE accreditation status, an overview of the College, including a brief description of the COP physical facilities pertinent to our educational mission, admission information and policies, PharmD degree requirements, policies about academic standing, grading, academic honors, academic advising, and student organizations. The COP section of the catalog is prepared by the campus from materials approved by voting members of the COP faculty, and is usually updated every two years. The Office of Academic Affairs (OAA) and the Office of Student Affairs (OSA) provide the appropriate updates to campus. Changes in the curriculum and policies approved by the faculty are updated in the catalog in a timely fashion. The curriculum described in the catalog is considered a current representation of the curriculum and is subject to change as the College responds to developments in pharmacy and pharmaceutical education. Supplemental information, not included in the catalog, is made available on the College s website and disseminated to students in a timely manner, particularly, if it affects students' progression through the professional curriculum.

98 21. Program Information Page 98 The UIC Graduate Catalog ( contains a section about the COP, including an overview of the professional program and graduate programs offered by the College. The graduate catalog also includes information about joint degree programs. The graduate catalog is updated every two years. The OAA, the OSA, and the COP Director of Graduate Education provide the appropriate updates to campus. In addition to the UIC Undergraduate Catalog and the UIC Graduate Catalog, the University and the COP maintain webpages containing information about accreditation, admissions, degree program policies and procedures of the College. The information is distributed at the various College websites below. Office of Student Affairs (OSA) at Office of Academic Affairs (OAA) at Technology Unit (ITU) at Information about the Rockford campus at The OSA works continually to maintain an extensive, informative, and accurate website for prospective and current students. Prospective students always comment positively about the online Coursework Guides. The coursework guides list feeder school courses (most Illinois colleges and universities as well as some out-of-state feeder schools) that will fulfill the prepharmacy prerequisites. Prospective students also like the ability to use an online scheduling system to make individualized admission counseling appointments or to register for general information sessions that covers admission requirements, the application process, and an overview of the PharmD program including a current PharmD student panel. The OSA website provides current students with easy access to degree requirements, information about course registration, College and university policies and procedures, as well as career development and job search aids. New and current PharmD students are provided the link to the UIC College of Pharmacy Student Handbook. The handbook is updated annually to ensure that it remains current and accurate ( The handbook contains an academic calendar; COP policies on academic performance, dismissal, and readmission; requirements for entry into pharmacy practice experiences; academic grievance procedures; a statement on affirmative action/equal opportunity/nondiscrimination at the University; a statement on academic integrity; a description of the functioning of the Academic Standing Committee (which is responsible for monitoring student academic performance); and information regarding access to academic records, registration, financial aid, advising and counseling services, and many practical points of information about the UIC campus. It also provides a description of support services that includes telephone numbers for contacts. Notably, it includes the Pledge of Professionalism (developed at UIC COP and adopted by the American Pharmaceutical Association, Academy of Students of Pharmacy, and the American Association of Colleges of Pharmacy Council of Deans), and has clear statements on expectations for academic integrity. The incoming first professional year class recites the Pledge of Professionalism during the White Coat Ceremony; held during the week preceding the fall semester. All information provided in the student handbook is also available on the OSA website. The COP recently invested in a new professionally constructed identity package. The goal of the identity package is to present and promote the College in a consistent manner (in terms of logo usage,

99 21. Program Information Page 99 colors, pictures, and written materials) and to promote the one college, one degree, two campuses theme (for the PharmD program) as well as to promote the College s graduate programs and the Rockford campus based RPHARM program. The package includes brochures and folders that are used in the recruitment process. The brochures and the College s website provide prospective PharmD and graduate students with extensive information about the programs offered by the College, contact information, and information about the application process. According to recent graduating student surveys, an overwhelming majority of students (93%) agreed or strongly agreed that they were aware of the news, events, and important matters within COP and 99% of students agreed or strongly agreed they were aware of expected behaviors with respect to professional and academic conduct, similar to peer school data (Appx 9.4). 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

100 22. Student Representation and Perspectives Page Student Representation and Perspectives The college or school must consider student perspectives and include student representation, where appropriate, on committees, in policy-development bodies, and in assessment and evaluation activities. 2. College or School's Self-Assessment The college or school considers student perspectives and includes student representation, where appropriate, on committees, in policy-development bodies, and in assessment and evaluation activities. The college or school involves student representatives on appropriate program committees, as well as in accreditation self-studies and strategic planning activities. The pharmacy students feel their perspectives are heard, respected, and acted upon in a fair and just manner. A clear process exists for students to follow to raise issues with the college or school administration. The college or school administration responds to problems and issues of concern to the student body. 3. College or School's Comments on the Standard Focused Questions The participation and contribution of students on college or school committees The organization, empowerment, and implementation of a student government association or council The other methods (e.g., focus groups, meetings with the Dean or other administrators, involvement in self study activities, review of student complaints) used to gather student perspectives Examples of quality improvements in the college or school that have been made as a result of student representation and perspectives 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) Students are the most important persons on campus. They contribute to the COP in numerous ways. The COP encourages student leadership development and professionalism. For example, the executive board (EB) of the Pharmacy Student Council (PSC) hosts two annual leadership retreats, in August and January. The EB establishes yearly goals and plans activities fostering team building and developing leadership skills. Incoming organization presidents attend the fall retreat, focusing on the PSC mission, its bylaws, responsibilities of organization presidents, and the COP. The EB organizes events for the P1 class. The spring meeting is open to organizational presidents and class council members. This meeting

101 22. Student Representation and Perspectives Page 101 features team building activities and guest speakers. The PSC retreats provide an informational forum for the Dean to secure student opinions and perspectives. The PSC is composed of organization presidents and class officers, and provides representation on the Health Professions Student Council (HPSC). Two PSC members are on the HPSC, and several have served as executive officers. Other members of PSC, in addition to the EB, include student representatives from EPC (2 representatives from each campus), and AC (1 representative from each campus), staff from OSA and OAA, and a faculty advisor. The PSC EB consists of a president, vice-president, secretary, treasurer, and president-elect. The PSC vice president is the chair of the Student/Faculty Relations Committee (SFRC), and the PSC treasurer chairs the Student Appropriations Committee. All class councils have co-presidents (one from each campus), a vice-president, a secretary, co-treasurers (one from each campus), a student/faculty relations committee representative, and 4-6 class representatives. Only students in good academic standing may be elected to PSC. Students are well-represented on COP committees. A list of student committee membership is found in Appendix Students participate in the ACPE self-study process by serving on the subcommittees. After faculty approval, the self-study will be shared via Blackboard with the entire student body and presented at a PSC meeting. Students can provide feedback/comment prior to the site team visit. Notably, 98% of students agree they are aware student representatives serve on college/school committees with responsibility for curriculum and other matters, compared to 92% agreement amongst peer schools (Appx 9.4). The students provide opinions of their faculty, the professional curriculum, and other aspects of the program. Most commonly, this is facilitated via anonymous course and instructor evaluations. Although the integrated entry-level curriculum has been operational since 1998, modifications in scope and content continue. These efforts are coordinated by the EPC, and the 4 student representatives provide valuable insights. In addition to formal end-of-course evaluations, students provide ongoing feedback on faculty teaching performance and the curriculum (e.g., the Dean s Forum, Student-Faculty Forums, formal interactions among PSC members, the Dean, and other faculty and administrators) as well as one-on-one student contacts with faculty instructors, course coordinators, team leaders and OSA staff. During forums, student opinions about the curriculum and other matters of interest are discussed and noted. At these meetings, the Dean, associate deans, and faculty provide the students with appropriate feedback on issues of concern and create change as needed. Additionally, the Problem Solving Paths for Student Issues flowchart illustrates to students how to deal with personal, course, and curricular issues. An area needing improvement is facilitating better communication of faculty advisors with their student group. Thus, a list of organizations and their advisors was compiled and maintained on the PSC website ( We will conduct advisor meetings, share best practices, and discuss issues relevant to all organizations (e.g., student attendance at off-campus meetings, fundraising guidelines, and servant leadership to the community). The Associate Dean of Professional Development will work alongside faculty advisors in the future. Student perspectives are a major driver of policy assessment activities. Multiple approaches (e.g., meetings, focus groups, surveys) gather student perspectives. The COP responds to student issues regardless of whether changes are enacted. To illustrate this, the following were addressed: increasing

102 22. Student Representation and Perspectives Page 102 elective course offerings, establishing a Going Green subcommittee, streamlining the class forum format, increasing Rockford student committee participation, incorporating DLFIRST students in core course offerings, and utilizing peer advisors to assist in conducting the P1 student orientation. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

103 23. Professional Behavior and Harmonious Relationships Page Professional Behavior and Harmonious Relationships The college or school must provide an environment and culture that promotes professional behavior and harmonious relationships among students, faculty, administrators, preceptors, and staff. Faculty, administrators, preceptors, and staff must be committed to developing professionalism and fostering leadership in students and to serving as mentors and positive role models for students. 2. College or School's Self-Assessment The college or school provides an environment and culture that promotes professional behavior and harmonious relationships among students, faculty, administrators, preceptors, and staff. Faculty, administrators, preceptors, and staff are committed to developing professionalism and fostering leadership in students and to serving as mentors and positive role models for students. The college or school develops, via a broadly based process, a policy consistent with university policies on student, faculty, preceptor, and staff professionalism that defines expected behaviors and consequences for deviation from the policy, as well as due process for appeals. The activities undertaken by the college or school to promote professional behavior are effective. The activities undertaken by the college or school to promote harmonious relationships are effective. The activities undertaken by the college or school to promote student mentoring and leadership development are effective. Faculty receive support from peers to participate in student mentoring and leadership development activities, and these efforts are viewed favorably by college or school administration. The college or school supports students, faculty, administrators, preceptors, and staff participation, where appropriate, in pharmacy, scientific and other professional organizations. 3. College or School's Comments on the Standard Focused Questions Strategies that the college or school has used to promote professional behavior, and the outcomes Strategies that the college or school has used to promote harmonious relationships among students, faculty, administrators, preceptors, and staff; and the outcomes Strategies that the college or school has used to promote student mentoring and leadership development, and the outcomes 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

104 23. Professional Behavior and Harmonious Relationships Page 104 Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms (School comments begin here) Expectations for student professionalism are defined in the professionalism and appropriate behavior document ( It is first introduced as part of the annual P1 White Coat Ceremony just prior to the fall semester. Symbolically, this event acknowledges one s acceptance and commitment to a professional identity. Students demonstrate their commitment by signing the Student Honor Code ( student_affairs/current_students/honorcode.pdf) and publically reciting the Pledge of Professionalism ( during the ceremony (Appx 23.1). Developed at the COP, it serves as the template for the APhA Student Pledge of Professionalism. The Violation of Honor Code/Policy on Academic Dishonesty ( defines the manner by which honor code violations are addressed. It also describes the student process for appeals and is complemented by the Problem Solving Paths for Student Issues flowchart ( student_affairs/current_students/problemsolving.pdf). Faculty foster student professionalism in varied ways (e.g., academic advising, advisors for student organizations, creating career development opportunities) and role modeling. Through these, faculty nurture a positive attitude towards pharmacy and encourages student development of performancebased skills and ethical and moral values. Professionalism of students has been assessed and an instrument was developed and published by our Assistant Dean of Academic Affairs that won the Rufus A. Lyman Award in 2012 (Appx 23.2). The Office of Student Affairs (OSA) is the hub for academic advising, career information and guidance. On its Pharmacy careers and jobs webpage ( careers_jobs.php) students can access internship and residency information, career and employment resources, links to professional organization websites, and forum summaries. Career advising and mentoring are achieved through student-mentor pairings and programming coordinated by OSA in conjunction with the Office of Diversity and Inclusion (ODI), the Office of Professional Development (OPD), and the Office of Advancement and Alumni Affairs (OAAA). A detailed description of the Doctor of Pharmacy Mentoring/Advising Program is found on the OSA website ( student_affairs/current_students/advising_program.php) and in Appendix To complement, expand, and further refine the provision of professional support and development services offered to pharmacy students, the Dean created the OPD. The main responsibilities of this office are listed in Appendix The Peer Advising Program aids P1students adjustment to the professional program. Peer advisors/ mentors are motivated P2 and P3 students who volunteer to share their perspectives and provide guidance. Consistent with faculty advising, frequency and types of meetings vary to suit the student s needs and interests. Elective course work fosters leadership and professional development and introduces students to successful professional leaders with unique career paths. Currently, two faculty members offer elective courses specifically for their advisees; held weekly as a 5 semester professional development series. The weekly Dean s Leadership Forum features guests with varied pharmacy careers. The guests provide

105 23. Professional Behavior and Harmonious Relationships Page 105 insights about their experiences and pharmacy success. Students can collaborate with faculty and have the option of earning academic credit hours (Standard 25). A list of potential topics for independent study courses is provided online to encourage and facilitate student participation in small (typically one-to-one or two-to-one) electives that require close collaboration with faculty. Other opportunities for collaboration occur during IPPEs/APPEs when interacting with residents, fellows, and preceptors. Students are encouraged to participate in research and have opportunities to prepare manuscripts, presentations or posters for submission and publication at local and national meetings. Posters that showcase student involvement in scholarly activities are prominently displayed throughout COP and highlighted at the annual COP Research Day held on both campuses. Concerted efforts are made by faculty and administration to promote one, unified campus. Although the majority of faculty and staff are Chicago based, throughout the academic year over 60 visits, including those of the Dean, Associate Deans of OSA, OAA, and OPD were made to Rockford for various purposes (e.g., lecturing, leading recitations, presentations, meetings, office hours, professional development forums). In addition, a Chicago-Rockford Student Exchange Day is held annually in the spring. The COP supports student professionalization by encouraging participation in student and professional pharmacy organizations. An important objective of the mission of many student organizations is community outreach and service. COP faculty precept and mentor students in these activities. Usually, these are weekend and evening events; exemplifying the commitment of faculty toward students professional growth. During the academic year, student organizations sponsored 72 events. Students engaged 3792 community members totaling almost 4300 hours of community service. The COP and UIC recognize the importance of student engagement in advocacy, networking, and leadership experiences via local, state and national meetings. To facilitate this process, student travel guidelines are in place to minimize disruption of academic responsibilities academic_affairs/policy_statements/travelguidelines2014.pdf. Financial travel support is available for students through scholarships and sponsorships from professional organizations and grants from the UIC Health Professions Student Council. The OAAA sponsors a number of guest speakers to enhance student professional development: the COP Alumni/Development Leadership and Speaker Series, the Dean's Visiting Entrepreneur and Management Lecture Series, Dean's Visiting Scientist Lecture Series, and Dean's Women in Leadership Series. Informal student-faculty interaction occurs as well. In Rockford, for example, a Welcome Back BBQ for faculty, staff, and students on the Sunday preceding the fall semester and a lunch with Chicago faculty and P1 students is held the following day. The Dean and a pharmacy student participate in an annual halftime free-throw competition during a UIC Men s Basketball game. Challenge of the Deans involves seven teams of deans and students, and students and faculty from both campuses attend to support the College team. Each semester the College holds Alumni-Student Socials promoting networking among pharmacy alumni and students. These events are held in locations nearly equidistant to both campuses (i.e., Schaumburg) so many students can attend. Attendance has risen to 150 participants and is split evenly among alums and students. The events also serve as fundraisers for student scholarships which has led to increased alumni giving as well as student giving; adding to the creation of a college culture of philanthropy.

106 23. Professional Behavior and Harmonious Relationships Page 106 Overall, perceptions of professionalism by pharmacy students, faculty, alumni, and preceptors are highly favorable. Spring Semester 2012 surveys provided student feedback on professionalism within the COP (Appx 15.5). Eighty-two percent of P1s agreed the professional program includes opportunities to develop professional attitudes, ethics and behaviors. The P2s opinion of faculty and staff as role models of professionalism, his/her own professionalism, and the professionalism displayed by classmates were positive as well. Correspondingly, students were familiar with professional behavioral expectations to which they are held. In 2013, 99.1% of students agreed the PharmD program offered opportunities to develop professional attitudes, ethics, and behaviors (Appx 9.4). Participating students felt the COP had created an atmosphere promoting professional behavior, and expressed their appreciation for events intended to build/enhance cross-campus and alumni relationships. The students mentioned; however, their desire for more mentorship programs. A career survey of the Class of 2016 (P2s) echoed this sentiment, although numbers of respondents sharing this concern were consistently higher on the Rockford campus. The new OPD is rolling out a new mentoring strategy involving alumni this fall. More than 85% of faculty agreed COP provides an environment and culture promoting professional behavior among students, faculty, administrators, preceptors, and staff. Results were similar between both campuses (87.5% in Rockford vs. 88.3% in Chicago) (Appx 1.3). These findings are substantiated by the 2013 Staff Experience Survey, where 93% of staff feel faculty and staff act in an appropriate professional manner (Appx 15.6). Alumni shared this positive opinion with 96.4% agreeing the COP provides an environment and culture conducive to promoting professionalism and harmonious relationships (Appx 9.3). Approximately 98% of alumni felt faculty, administrators, and staff were committed to this goal (Appx 9.3). An overwhelming majority (98%) believed faculty demonstrates respect toward students and colleagues (Appx 9.3). Notably, COP exceeds peer school agreement (91%) on all 3 of these questions (Appx 9.3). Additionally, approximately 80% of preceptors surveyed reported their awareness of how to utilize existing COP processes to address problems of student academic or professional misconduct during pharmacy practice experiences, slightly above peer schools (77%) (Appx 12.4).

107 23. Professional Behavior and Harmonious Relationships Page College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

108 24. Faculty and Staff - Quantitative Factors Page Faculty and Staff - Quantitative Factors The college or school must have a sufficient number of qualified full-time faculty and staff to effectively deliver and evaluate the professional degree program, while providing adequate time for faculty development, research and other scholarly activities, service, and pharmacy practice. 2. College or School's Self-Assessment The college or school has a sufficient number of qualified full-time faculty to effectively deliver and evaluate the professional degree program, while providing adequate time to ensure that the following are achieved: effective organization and delivery of the curriculum through classroom, small group, laboratory, practice simulation, service learning, and oversight and provision of experiential education faculty mentoring student advising and mentoring research and other scholarly activities faculty development as educators and scholars professional/community service and pharmacy practice (where indicated by their position) participation in college or school and university committees assessment and evaluation activities The college or school has a sufficient number of qualified full-time staff to effectively support the delivery and evaluation of the professional degree program. Faculty receive adequate support staff resources. The college or school periodically conducts faculty workload and needs assessments, at appropriate intervals. 3. College or School's Comments on the Standard Focused Questions A description of the process and interval for conducting faculty workload and needs assessments An analysis of teaching load of faculty members, including commitments outside the professional degree program The rational for hiring any part-time faculty, and the anticipated duration of their contract Evidence of faculty and staff capacity planning and succession planning A discussion of the college or school's student-to-faculty ratio and how the ratio ties in with the college or school's mission and goals for 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 Any other notable achievements, innovations or quality improvements

109 24. Faculty and Staff - Quantitative Factors Page 109 Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms. (School comments begin here) Currently, the COP is comprised of 161 full-time and 15 part-time faculty (Appx 24.1). Credentials, including postgraduate experience, are shown in Appx Salaries for the full- and part-time faculty are derived from state appropriation (state budget and clinical education funds) and self-supporting endeavors (e.g., ambulatory care pharmacy services, grants, royalties, donations). Appendices 24.3 and 24.4 summarize the distribution of faculty by department and academic rank. The faculty listed in Appendix 24.3 and Appendix 24.4 also include those faculty devoted to research only. Thus, the FTE represented by the full- and part-time salaried faculty during the academic year for education endeavors was (i.e., Summing FTE for faculty listed on Appx 24.3 [excluding research faculty]). This value was calculated after adjusting the FTE for co-funded faculty and faculty supported by the COP s self-supporting endeavors. This reflects the percentage of workload allocated accurately to the COP s academic programs as opposed to service activities from which salaries are wholly or partially funded. The FTE assigned to co-funded faculty represents the portion of faculty salaries covered by the COP. Ninety percent of faculty agree the COP has hired well-qualified individuals to meet its mission. This far exceeds peer schools at 71% (Appx 1.13). Faculty members in the four departments have the proper background to support pharmacy disciplines in each curricular area. Fifty eight of PMPR faculty are BPS board certified and several have earned additional certification, e.g., CDE, smoking cessation counselors, antithrombosis or medication therapy management (MTM). All basic science faculty hired during the last decade, have post-doctoral experience. Formal mentoring programs for faculty and research and scholarly activities are further described in Standard 26. Positive faculty outcomes in research/scholarship productivity demonstrates the quality of the faculty. A component of the strategic planning is to ensure appropriate faculty composition. Department heads are responsible for hiring appropriately skilled faculty to ensure the strategic plans of the COP and department are achieved. Open faculty lines of monies due to retirement or resignation lapse to the Office of the Dean (OOD). These monies are made available to department heads. Department heads can request a faculty line of support by providing justification that aligns with the needs and strategic initiatives of the COP and the department. As demonstrated in the aforementioned appendices, a critical mass of qualified faculty constitute each discipline. Each department has developed or is developing a succession plan in anticipation of faculty retirements (Appx 24.5). Faculty workload is monitored by all departments annually and succession planning discussed through annual performance evaluations, and via the AACP Faculty Survey. The 2013 AACP faculty survey results demonstrate almost 80% of faculty agree performance criteria are explicit and clear. In addition, 83% agree their allocation of effort has been clearly stated and 84% agree the criteria for their performance evaluation is consistent with their responsibilities. Since the last accreditation visit in 2007, the Faculty Survey has been administered in 2009, 2010, and Hiring of part-time faculty does not occur often; if hired, these faculty generally contribute to teaching and course coordination or are part of the Drug Information Group. Contracts for part-time faculty are one year in duration. A list of part time faculty is found in Appendix 24.6.

110 24. Faculty and Staff - Quantitative Factors Page 110 During the academic year, 414 volunteer faculty were affiliated with the COP. Volunteer faculty are listed in Appendix Based on 0.1 FTE per volunteer faculty (which was estimated by the Assistant Head for Experiential Education, the Department of Pharmacy Practice), the volunteer faculty provide the COP s professional program with an additional 41.4 FTEs in faculty support. Volunteer faculty provide substantial support for the COP s professional program by serving as preceptors for the IPPE and APPE experiences. In addition, some provide didactic lectures for professional and graduate level courses. The Department of Pharmacy Practice (PMPR) has the majority of volunteer faculty. The PMPR Office of Experiential Education coordinates the selection and evaluation of volunteer faculty. In the other departments, volunteer (adjunct) faculty appointments are made yearly after the approval and official action of the department s advisory committee. Total fall 2013 student enrollment in the four-year professional program was 809 comprising both campuses. Thus, on the basis of the above FTE estimates for total faculty, the faculty-to-student ratio was 1:4.5 for the academic year. The faculty s assessment of the adequacy of the faculty-tostudent ratio was obtained from the 2013 Faculty Survey (Appx 1.3). Faculty are generally satisfied with the current approximate class size of 200. Eighty-four percent of respondents agreed or strongly agreed that the program s resources could accommodate present student enrollment. In comparison, 74% agreed or strongly agreed with this statement in the 2007 ACPE Self-Study Survey, when the class size was 160. Faculty and staff turnover information can be found in Appendix 24.8 and Full time staff is listed in Appendix The ACPE Faculty Resource Report can be found in Appendix Approximately, 76% of faculty agree they receive adequate support staff resources. While the majority of faculty (66.3%) felt they had adequate clinical or research space to meet their specific needs, and the majority (66.4%) believed they had adequate resources for their clinical or research needs. There was a large percentage of faculty unable to comment on these items (21.8% and 20%, respectively). This may be reflective of the space constraints of the COP, especially at the Chicago campus. Currently, the COP is trying to maximize clinical and research space to optimize utilization by more faculty in the most efficient manner (see Standard 30). Other infrastructure questions demonstrated high faculty agreement with adequate computer (86%), library and other educational resources (97%). Non-tenure track PMPR faculty maintain active clinical practices and devote, on average, 70% of their effort toward the provision of direct patient care. These faculty members provide patient care to one or more medical services, according to their area of specialization and expertise. Examples of faculty practice sites within the UIH include adult medicine, oncology/ hematology, solid organ transplant, medical intensive care, cardiology. Examples of faculty practice sites within the UIH ambulatory care centers include pediatrics, family practice, women s health, oncology/hematology, antithrombosis management, smoking cessation. As indicated previously in Standard 14, core Advanced Pharmacy Practice Experiences (APPEs) usually have a student:preceptor ratio of 1:1. However, some may have a ratio of 2:1. Regardless of the ratio, students are provided with individualized instruction, guidance, and evaluative supervision. Ninetyeight percent of students agree that preceptors provide them with individualized instruction, guidance and evaluation to meet their needs. (Appx 9.4). Elective APPEs have student:preceptor rotation ratios ranging from a 1:1 to 4:1 depending on the nature of the educational focus. For the Introductory Pharmacy Practice Experiences (IPPEs), the student-preceptor ratio is 1:1. Occasionally; however, the ratio might be 2:1. For special circumstances, e.g., a group, 1 hour patient interview, the ratio may be

111 24. Faculty and Staff - Quantitative Factors Page 111 4:1. To provide sufficient time to establish one s practice, newly hired clinical faculty are allowed at least 6 months before being assigned IPPE students. These faculty are not assigned APPE students for at least one year after they are given a faculty appointment. Pharmacy practice tenure track faculty also participate in direct patient care. This is dictated by their research interest. These faculty collaborate on specialty clinical care teams composed of tenure and non-tenure track faculty, PGY1 and PGY2 residents, and pharmacy fellows where patient care, research, and teaching issues are discussed. The outcome of these engagements/collaboration is research opportunities and improved patient care outcomes. Research ideas and outcomes then benefit patients. This then provides a rich learning environment for the students, residents and fellows. Chicago and Rockford faculty, via state-of-the-art technology, teach core curricular courses. Locally, faculty at the Rockford and Chicago campuses teach laboratory and recitation sessions, as well as many elective courses. In the beginning of each academic semester, faculty, graduate assistants and teaching assistants are offered a podium training program whereby they learn and practice the various features of the distance education system used in the COP. OAA has also put together numerous continuing education programs to develop faculty skills in distance education and new learning techniques. Since the addition of the Rockford campus four years ago, faculty on both campuses have gained extensive training and experience to teach students engaged in distance learning. To date, there have been minimal to no issues in the teaching and communication processes between campuses. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

112 25. Faculty and Staff - Qualitative Factors Page Faculty and Staff - Qualitative Factors The college or school must have qualified faculty and staff who, individually and collectively, are committed to its mission and goals and respect their colleagues and students. Faculty must possess the required professional and academic expertise, have contemporary knowledge and abilities in current educational philosophy and techniques, and be committed to the advancement of the profession and the pursuit of research and other scholarly activities. Faculty whose responsibilities include the practice of pharmacy must satisfy all professional licensure requirements that apply to their practice. The college or school must foster the development of its faculty and staff, commensurate with their responsibilities in the program. 2. College or School's Self-Assessment The college or school has qualified faculty who, individually and collectively, are committed to its mission and goals and respect their colleagues and students. The college or school has qualified staff who, individually and collectively, are committed to its mission and goals and respect their colleagues and students. Faculty possess the required professional and academic expertise, have contemporary knowledge and abilities in current educational philosophy and techniques, and are committed to the advancement of the profession and the pursuit of research and other scholarly activities. Faculty generate and disseminate knowledge through scholarship. Scholarship by faculty members, including the scholarship of teaching, is evident and demonstrated by productive research and other scholarly activities. Faculty whose responsibilities include the practice of pharmacy satisfy all professional licensure requirements that apply to their practice. Pharmacy practice faculty possess additional professional training (residency, fellowship, or equivalent experience) Pharmacy practice faculty either have or are working toward additional credentials (for example, specialty certification) relevant to their practice and teaching responsibilities. The college or school ensures that policies and procedures for faculty recruitment, promotion, tenure (if applicable), remuneration and retention are established and applied in a consistent manner. The college or school ensures that the faculty composition, including any contributions from internal and external relationships, encompasses the relevant disciplines within the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences to meet the education and research needs as defined by the mission statement. Faculty, regardless of their discipline, have or are developing a conceptual understanding of current and proposed future pharmacy practice in a variety of settings. Faculty members have the capability and continued commitment to be effective teachers. Effective teaching requires knowledge of the discipline, effective

113 25. Faculty and Staff - Qualitative Factors Page 113 communication skills, and an understanding of pedagogy, including construction and delivery of the curriculum, and a commitment to learning outcomes assessment. The college or school provides, or is affiliated with institutions that provide, postgraduate education and training, including accredited residency and fellowship programs. The college or school fosters an environment that encourages contributions by the faculty to the development and transmission of knowledge. 3. College or School's Comments on the Standard Focused Questions The process used to assess and confirm the credentials of faculty and staff, and to assure that faculty credentials are appropriate for their assigned teaching responsibilities How the college or school ensures that the faculty composition, including any contributions from internal and external relationships, encompasses the relevant disciplines within the biomedical, pharmaceutical, social/ behavioral/administrative, and clinical sciences to meet the education and research needs as defined by the mission statement How the college or school ensures that faculty members, regardless of their discipline, have a conceptual understanding of current and future trends in the scientific basis of the biomedical, pharmaceutical social/ administrative and clinical sciences How the college or school ensures that faculty members, regardless of their discipline, have a conceptual understanding of contemporary pharmacy practice and future trends in a variety of settings A description of the college or school's policy or expectations regarding research productivity for faculty, including timeline for new faculty Evidence that faculty are generating and disseminating knowledge through productive research and scholarship, including the scholarship of teaching A description, if applicable, of how faculty, instructors, and teaching assistants involved in distance education are qualified through training or experience to manage, teach, evaluate, and grade students engaged in distance learning How the college or school provides, or is affiliated with institutions that provide, postgraduate education and training, including accredited residencies and fellowship programs 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) COP recruits and hires highly qualified individuals to achieve its mission. During hiring, applicants selfreport educational/training credentials and sign the University Code of Conduct affirming the information is true. Departments and/or search committees validate credentials and references. University of Illinois Hospital and Health Sciences System (UIHHSS) faculty appointments have licensure and credentials verified as outlined in the HR handbook. This document outlines policy and procedures (P&P) for

114 25. Faculty and Staff - Qualitative Factors Page 114 verification of all licensure, certification and registration for clinicians employed by the hospital or university (Appx 25.1). Verification through the State of Illinois is completed annually. Additionally, the Office of the Vice Chancellor for Academic Affairs and Provost (OVAA) reviews some applicants based on criteria outlined at The P&P with this link outline the criteria and process of hiring UIC faculty. Promotion and tenure (P&T) guidelines are depts/oaa/pt.html. Each department has its own P&T guidelines. These must be congruent with COP P&T guidelines and the UIC P&T P&P. Departments and the Executive Committee (EC) review the UIC P&T P&P issued annually by the OVAA and make necessary changes. Departments disseminate P&T information to faculty. Every department has its own criteria/expectations. A formal evaluation form, Statement of college/unit norms, expectations and standards for excellence delineates the expected faculty research productivity and associated timelines. P&P for faculty recruitment, promotion, tenure, and retention are in Appendix The improved rate of promotion and/or tenure among faculty noted in the 2007 Self-Study continues. Nine associate professors were promoted to the rank of full professor. Thirteen/14 assistant professors were promoted to the rank of associate professor with indefinite tenure. Also, 4/4 research assistant professors were promoted to research associate professor, 2/2 clinical associate professors were promoted to clinical professor, and 13/13 clinical assistant professors were promoted to clinical associate professors. Strategic planning ensures appropriate faculty composition. Department heads are responsible for hiring skilled faculty to ensure the COP and department strategic plans are met. As shown in Appx , the COP has a critical mass of qualified faculty in each discipline. Department activities are communicated through quarterly dean s faculty meetings, administrative officer meetings, department head meetings, and individual department meetings. Annually, the faculty retreat nurtures networking and collaborating. Retreat programming is managed by the OAA (e.g., speakers, visiting lectures, and presentations) and keeps faculty abreast of current/future trends in the biomedical, pharmaceutical social/administrative and clinical sciences, and contemporary pharmacy practice. Additionally, support is provided by departments for faculty to attend local and national meetings to stay current. Department faculty often collaborate on research and teaching endeavors (e.g., Principles of Drug Action and Therapeutics, PHAR ). Contemporary pharmacy practice information is discussed during course planning and implementation. Additional faculty development activities include the faculty development seminar series, mentoring programs, course coordinator training, instruction about promotion in the clinical track, audience response system and distance education training, peer observation of teaching, and Conversations in Teaching. The COP and individual departments have formal mentoring plans (Standard 1). At the campus level, opportunities to enhance teaching effectiveness and promote the scholarship of teaching are available to the faculty through Instructional Support Services ( oaa/spec_prog/iss/), the Teaching and Learning Center ( TLC.html), and Council for Excellence in Teaching and Learning ( COP offers several workshops to advance teaching effectiveness at the annual retreat. PMPR offers a teaching certificate program for UIC PGY1 and PGY2 residents and other local residents. The OPD offers an annual academic instruction program for interested PGY2s, graduate students, and post-docs. COP

115 25. Faculty and Staff - Qualitative Factors Page 115 faculty are invited to a bimonthly seminar series entitled Conversations in Teaching covering teaching topics. Also, the OOD funds faculty to attend AACP Institutes/Teacher Seminars addressing teaching, learning and curriculum outcomes and assessment issues. The OAA implemented a peer teaching evaluation process whereby faculty and/or department heads can request presentations be attended with written and oral feedback provided. This service is available to faculty members, but especially targets faculty members near promotion (assistant professors annually and associate professors every 5 years). OAA also hosts numerous Brown Bag programs for the faculty throughout the year ( The COP complies with the University s policies relating to affirmative action, equal opportunity, and harassment. UIC s nondiscrimination statement can be found at ndispost.pdf. The UIC faculty diversity goal is for faculty ethnic and gender diversity to resemble the student population. To encourage and assist UIC colleges/departments meet this goal, the University provides funds toward salary and research for under-represented faculty minorities and women in science hiring through the Under-Represented Faculty Recruitment Program (UFRP). Approximately 71% of faculty believe the COP uses an effective faculty recruitment process. Although this is lower than peer schools at 79%, 14% of faculty was unable to respond (Appx 1.3). For its faculty, PMPR provides professional development activities, (e.g., periodic on-site orientation, training, review) (Appx 25.3). Opportunities to enhance teaching and assessment skills are provided at the annual Preceptor Conference sponsored or co-sponsored by PMPR. Recently, a faculty development session for mid-career faculty was held in addition to a session focused on developing an effective recitation. Other topics included What It Means to be a Preceptor, and Promoting Excellence in Experiential Learning: Guidance for Pharmacy Preceptors. For COP staff, there are several developmental programs offered by the COP and the University. Some staff members attend the UIC women leadership seminar series, technology and/or management training programs. PMPR faculty information is in Appx Collaboratively, students and faculty conduct research projects via a 380 elective course or perform a literature review project via a 390 elective course. Most basic sciences research faculty and many clinical faculty offer these courses every semester. This allows faculty and students to explore areas of research beyond the classroom. Students often submit abstracts for presentation at regional/national meetings and publish papers based on research outcomes. COP offers several joint degree programs. PharmD/PhD students spend more time on research than traditional PharmD students and work with a mentor from one of the four PhD programs in the COP. Some of these students have earned an American Foundation for Pharmaceutical Education (AFPE) Gateway Research Scholarship. Other joint degree programs include the MS in Health Informatics, the MS in Clinical and Translational Science and the MS in Business Administration degree through the College of Business Administration. Currently, the COP is exploring a joint PharmD/PA program in Rockford. Since 1973, PMPR has offered a pharmacy practice residency program because of its commitment toward postgraduate training programs. Over 300 pharmacy residents/fellows have trained at UIC. Currently, the ASHP-accredited residency programs include ambulatory care, cardiology, critical care, drug information, emergency medicine, infectious disease/hiv, oncology, pediatrics, pharmacy practice and solid organ transplant. Fellowship training is offered in infectious diseases, nephrology, neurology,

116 25. Faculty and Staff - Qualitative Factors Page 116 pediatrics and pharmacoeconomics and outcomes research. Many clinical faculty are board certified through the Board of Pharmaceutical Specialties. The COP has a strong reputation of being a leader in pharmacy and participating in local, national and international pharmacy and scientific organizations. In 2012, faculty members delivered nearly 500 presentations, invited seminars, keynote addresses, and paper and poster presentations at meetings including AACP, American Pharmacists Association (APhA) and American Association of Pharmaceutical Scientists (AAPS). Additionally, faculty have been appointed board members/officers in 21 international or national organizations and 26 regional or local organizations. Faculty served on working committees for 85 local, state, national or international professional organizations and 36 regional/local professional organizations during the academic year and have averaged in excess of 230 peer reviewed publications in recent years. As stated in Standard 24, the OAA provides numerous CE programs to develop faculty skill in distance education. The ITU, under the auspices of the OAA, provides podium training and various features of the distance education system employed by the COP. Also, in-class support from DL-FIRST students (Standard 27) is provided for every course session. Faculty, instructors, class coordinators and teaching assistants involved in distance education are well-qualified through both training and education to effectively teach and evaluate students engaged in distance learning (Standards 9-15). 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

117 26. Faculty and Staff Continuing Professional Development and Performance Review Page Faculty and Staff Continuing Professional Development and Performance Review The college or school must have an effective continuing professional development program for full-time, part-time, and voluntary faculty and staff consistent with their responsibilities. The college or school must review the performance of faculty and staff on a regular basis. Criteria for performance review must be commensurate with the responsibilities of the faculty and staff in the professional degree program. 2. College or School's Self-Assessment The college or school fosters the development of its faculty and has an effective continuing professional and career development program for full-time, part-time, and voluntary faculty consistent with their responsibilities. The college or school fosters the development of its staff and has an effective continuing professional and career development program for full-time and part-time staff consistent with their responsibilities. Faculty and staff are assisted in goal setting by their administrative reporting authority The college or school reviews the performance of faculty and staff on a regular basis. Criteria for performance review are commensurate with the responsibilities of the faculty and staff in the professional degree program. The college or school has or provides support for programs and activities for faculty and preceptor continuing professional development as educators, researchers, scholars, and practitioners commensurate with their responsibilities in the program. Faculty receive adequate guidance and support on career development. Faculty are able to attend one or more scientific or professional association meetings per year. Faculty development programs are available to enhance a faculty member's academic skills and abilities. The performance criteria for faculty are clear. Expectations on faculty for teaching, scholarship and service are appropriate and commensurate with academic and professional development. 3. College or School's Comments on the Standard Focused Questions A description of the performance review process for full-time, part-time and voluntary faculty (including preceptors) and staff A description of the relationship between faculty, preceptor, and staff continuing professional development activities and their performance review A description of faculty development programs and opportunities offered or supported by the college or school A description of staff development programs and opportunities offered or supported by the college or school

118 26. Faculty and Staff Continuing Professional Development and Performance Review Page 118 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 COP Strategic Plan (Appx 1.5) evaluated the status of organized professional development of faculty. Elements in place foster successful, productive professional advancement, and programs exist to develop the skillsets of faculty, affiliated faculty, and preceptors. Each department has a formal mentoring program whereby new faculty are paired with one senior faculty mentor who periodically evaluates their progress towards pre-specified goals, and fosters excellence in scholarship (Appx ). Tenure track faculty have formal mid-probationary P&T reviews at the end of the 3rd year of appointment. Faculty mentoring, seminars, educational workshops, and forums are organized at the department, college, and university level to ensure faculty meet and exceed P&T requirements. Upon hiring, PMPR faculty receive mandatory department orientation (Appx 26.1) to available resources for student precepting as well as to many other topics (Appx 26.2). The COP offers financial support for faculty to attend educational meetings/conferences pertinent to their area of expertise and workshops directed towards didactic/experiential teaching methods. SFRC forum feedback help course instructors improve lecturing/teaching effectiveness. Educational programs, seminars, visiting professor lectures, workshops, and Brown Bag sessions to improve academic instruction, teaching methods, assessment strategies, distance education, and classroom podium instruction have been established by IT and OAA (Appx 26.3). Faculty often participate in professional organizations/conferences as guest presenters, session moderators, committee task force members. Involvement ranges from student professional organizations to international forums. Time off service and reimbursement are provided to encourage and facilitate these activities. Each student organization maintains a faculty and/or alumni advisor to provide senior leadership support and professional mentoring. The Associate Dean for Research organizes an annual COP Research Day whereby faculty can engage and recruit prospective graduate students, allow graduate and PharmD students to present their research, and honor junior investigators with fellowships and awards. Department heads encourage faculty and graduate students to attend and present research at various meetings. Active programs inviting visiting faculty and internal and external speakers to stimulate exchange of ideas are in place. The COP conducts annual faculty evaluations utilizing a web-based comprehensive system that incorporates major performance areas of instructional activity, research/scholarship, student advising, public and patient care services (Appx 26.4). Faculty complete annual reports; they are encouraged and recognized for their involvement with student advising, mentoring, and professional organizations during this time. Though the annual evaluation process does not include formal self-assessment, faculty may compare their performance against previous years. For faculty involved in teaching, the number of student contact hours and number of students enrolled in course work is considered. Attention is paid to the use of the online availability of instructional activities. Additionally, faculty describe other instructional activities [e.g., mentoring residents, graduate students, postdoctoral fellows and staff; participating in continuing pharmacy education (CPE)]. The faculty evaluation process also encompasses contributions to student advising and student organization advising.

119 26. Faculty and Staff Continuing Professional Development and Performance Review Page 119 From a scholarly perspective, an important evaluation parameter is the ability of faculty to attract extramural funding for research (e.g., grants, contracts). A COP goal is to be represented by leading, national and internationally-recognized scholars. Thus, attention is devoted to the scholarly/research publication in scientific and clinical journals and presentation of research at regional, national and/or international conferences. Participation in scholarly activities (e.g., editorial boards, scientific committees, grant review panels, peer-review process) is highly encouraged. The annual report is discussed between the faculty member and direct supervisor. The latter scores faculty performance in the aforementioned categories and the supervisor shares insights about the faculty member s greatest strengths, what aspects of performance, if not improved, might hinder future career development, and outlines specific agreed upon plans to improve performance and/or enhance career development. Formal annual evaluations are required for faculty with greater than 50% appointment. The faculty evaluation program goals are to enhance individual development, serve as a basis for administrative decisions (e.g., salary increase, promotion, assignment of duties) and provide data for internal and external review and reporting processes. The majority of faculty (81%) feel they have access to documents that detail policies related to their performance. This is less than the 88% agreement of peer schools; however, 11.8% of faculty were unable to comment (Appx 1.3). Eighty percent of faculty feel their performance assessment criteria are explicit and clear, similar to peer schools at 78%. Registered pharmacist practitioner-educators must maintain CPE requirements for licensure to practice. Clinical faculty are evaluated on percent time devoted to direct patient care and qualitative measures associated with their practice site (e.g., growth of clinic/service, new innovative services). Faculty report on presentations, publications, entrepreneurial endeavors, and research projects in their annual report. Additional honors (e.g., fellowship status in national organization) are documented. Lecturing, precepting, advising, and other student-oriented activities are also evaluated. Innovative activities in clinical practice, research, and teaching that increase the global footprint of the college are documented and evaluated. International collaborations/partnerships initiated by COP faculty are highly encouraged (e.g., teaching workshops, foreign clinician/researcher training). Public service/community outreach activities are documented, as is serving on college committees or serving as a committee chair/co-chair. The COP is held to a high standard for staff evaluation. All university staff and academic professionals are required to undergo an annual evaluation based on expectations and qualifications of the position held by the individual. The Employee Performance Review (EPR) tool assists in reviewing work performance, setting expectations, discussing goals, and developing plans. In addition to yearly evaluation, the University offers several training opportunities to allow staff to grow and take part in the Lifelong Learning and Education Access programs (LLEAP) professional_development/. Staff and academic professionals are encouraged to participate in these programs, perform self-assessment, establish goals, and develop a plan for success with their personal supervisor. Mechanisms are available for the employee and manager to provide continuous improvement feedback. Graduate teaching assistants receive evaluation at least once per year. Graduate research assistants are evaluated as part of their annual progress review. Office staff are evaluated according to civil service requirements. MCP has adopted a custom annual report form for postdoctoral research associates. In addition to these evaluations, staff receive recognition through the INSPIRE, WOW award program ( and the Class Act award program that recognizes an individual s contribution to the COP and the UIC community. UIC Awards of Merit are also available that

120 26. Faculty and Staff Continuing Professional Development and Performance Review Page 120 reward exceptional support staff and academic professional employees. A list of COP recipients is in Appx The recognition of faculty members who actively contribute to the professional development of students occurs each year. Each class nominates faculty for the Teacher of the Semester, and Teacher of the Year award. Annually, the graduating class selects one COP faculty member for the Golden Apple award for outstanding instruction during the class s four professional years. The COP strongly promotes nomination of faculty for the campus teaching awards, such as the Teacher Recognition Program Award and Excellence in Teaching Award, and has been successful in achieving these. In fall 2013, OAA provided a seminar on campus teaching awards and application guidelines. Two individuals in attendance applied and one was granted the award this spring. The session was ECHO recorded and is available on the T.A.L.K. Blackboard page for faculty to view anytime. Another new OAA initiative along with PMPR was a faculty development program designed to orient basic science faculty to the practice of pharmacy, and clinical pharmacy services available at UIC. The goal was to give nonpharmacist faculty a better understanding of their PMPR colleagues and to provide them a sense of the profession the students will be entering. The program was very well received and will be repeated annually for interested faculty (Appx 26.6). Senior department members review faculty progress and nominate deserving faculty for internal and external awards (Appx 26.7), provide encouragement/financial incentive for board certification, and support affiliation with organizational units within and outside the college. Faculty are also nominated for their research/scholarly excellence. Of note, Joanna Burdette, PhD, received the 2013 UIC OVCR Rising Star Award, Judy Bolton, PhD, MDCH-PCOG Department Head was the 2013 UIC Woman of the Year, and Shura Mankin, PhD, received the 2013 AACP Paul R. Dawson Biotechnology Award. Suzanne Soliman, PharmD received the 2012 AACP Rufus Lyman Award. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

121 27. Physical Facilities Page Physical Facilities The college or school must have adequate and appropriate physical facilities to achieve its mission and goals. The physical facilities must facilitate interaction among administration, faculty, and students. The physical facilities must meet legal standards and be safe, well maintained, and adequately equipped. 2. College or School's Self-Assessment The college or school has adequate and appropriate physical facilities to achieve its mission and goals. The physical facilities facilitate interaction among administration, faculty, and students. The physical facilities meet legal standards and are safe, well maintained, and adequately equipped. Physical facilities provide a safe and comfortable environment for teaching and learning. For colleges and schools that use animals in their professional course work or research, proper and adequate animal facilities are maintained in accordance with acceptable standards for animal facilities. Animal use conforms to Institutional Animal Care and Use Committee (or equivalent) requirements. Accreditation of the laboratory animal care and use program is encouraged. Space within colleges and schools dedicated for human investigation comply with state and federal statutes and regulations. All human investigations performed by college or school faculty, whether performed at the college or school or elsewhere, are approved by the appropriate Institutional Review Board(s) and meet state and federal research standards. Students, faculty, preceptors, instructors, and teaching assistants have access to appropriate resources to ensure equivalent program outcomes across all program pathways, including access to technical, design, and production services to support the college or school's various program initiatives. Commensurate with the numbers of students, faculty and staff, and the activities and services provided, branch or distance campuses have or have access to physical facilities of comparable quality and functionality as those of the main campus. Faculty have office space of adequate size and with an appropriate level of privacy. Faculty have adequate laboratory resources and space for their research and scholarship needs. Computer resources are adequate. Laboratories and simulated environments (e.g. model pharmacy) are adequate. Facilities encourage interprofessional interactions (e.g., simulation laboratories) Access to quiet and collaborative study areas is adequate. Common space for relaxation, professional organization activities and events, and/ or socialization is adequate.

122 27. Physical Facilities Page College or School's Comments on the Standard Focused Questions A description of physical facilities, including available square footage for all areas outlined by research facilities, lecture halls, offices, laboratories, etc. A description of the equipment for the facilities for educational activities, including simulation areas A description of the equipment for the facilities for research activities A description of facility resources available for student organizations A description of facilities available for student studying, including computer and printing capabilities How the facilities encourage and support interprofessional interactions 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 physical facilities for the 2007 COP site visit included only the Chicago campus. The Rockford campus admitted its first students in fall With its opening, significant additions to the overall space occupied by the COP increased (Appx 27.1). The Rockford campus includes a shared expansion with the College of Medicine (COM). The college occupies 23,164 assignable square feet, including classrooms, offices, and research laboratories. All space, with the exception of a small number of offices is either newly constructed (including all classrooms and teaching laboratories) or extensively renovated (research laboratories) and is modern and appealing. The Chicago campus occupies its own building on the west UIC campus. It has 205,000 net useable sq. ft. assigned to the College, of which 32% is devoted to instruction, academic support and student services, 37% to organized research, and the remainder to office space, plant, operations, common areas, administration, and other support activities. COP faculty from the Department of Pharmacy Practice (PMPR) occupy 13,900 sq. ft. of office space in the Clinical Sciences Building (CSB) and faculty from the Center for Pharmaceutical Biotechnology occupy 22,000 sq. ft. of office and research space in the Molecular Biology Research building (MBRB). The COP has made significant commitments to modernize and update available space in Chicago. Major projects include extensive east wing renovation (i.e., asbestos abatement, electrical upgrades, roof replacement), and instructional and lab space renovation. PMPR has renovated all department space including all faculty and administrative offices and lab space, residency offices, department restrooms, and conference rooms to include distance capability. The building is adequate to serve the needs of the professional program, and instructional space needs are met. However, more high quality research space is needed. As such, Dean Bauman is pursuing state funding of a new COP Research Pavilion. Although it is anticipated this will take time, we favorably note this new research building is now #1 on the University of Illinois priority list.

123 27. Physical Facilities Page 123 Student organizations at Chicago have had general (e.g., classroom, conference room) and specific space, including a small meeting area with organizational storage lockers. General spaces are used to meet or hold events with student organizations from the other health science colleges. A new, larger organization space is now available (fall 2014) that includes video conferencing equipment for connecting to Rockford. The PharmD Student Lounge, PharmD Student Locker Room, and the Library of Health Sciences (LHS) provide study space. The library also offers printing (U-Print system) and photocopy services. The Information Technology Unit (ITU) maintains an up-to-date computer lab, housing more than 50 PC and Macs for student use. ITU also offers printing services ( The Health Professions Student Council (HPSC) often meets in COP. Our students work with other health professions students to collaborate on the HPSC Collaborative Healthcare Series ( hpsc.org.uic.edu/home/hpsc-collaborative-healthcare-series). Our student organizations are increasingly working collaboratively with other health sciences student organizations, typically meeting and having events in COP. The AACP faculty survey (Appx 1.3) provides support that facilities are adequate for the completion of the overall mission of the college. Eighty-seven percent of faculty agree or strongly agree that the school has adequate physical resources. Adequate research and clinical space is more challenging with 66% of the faculty agreeing (although 21.8% were unable to comment). Regarding overall resources for students, 84% faculty agreed or strongly agreed the COP facilities support student enrollment although a minor portion of faculty felt there were inadequate spaces for student and faculty interaction outside of class, with 20% disagreeing or strongly disagreeing. The student community also agrees with the overall conclusion regarding adequacy of physical resources. Ninety percent of graduating students felt computer/information technology resources, classroom, laboratories, and study areas were conducive to learning, similar to peer school agreement (on average, 93%) (Appx 9.4). The current strategic plan includes physical facilities of the COP. These include current remodeling projects, future renovations in the north and south wings of COP, and the proposed COP Research Pavilion. The Biologic Resources Laboratory (BRL) is the campus unit that oversees procurement, care and maintenance of animals used in the teaching and research programs of UIC ( The professional staff there provides advice to the research and teaching staff, conducting graduate and technical courses and supporting the protocol review system of the Animal Care Committee. Animal use by the Rockford research faculty is governed by the Rockford COM. The facility is independently accredited and governed by an animal use committee in Rockford ( Research/research_support_services). The animal facilities meet US Department of Agriculture (USDA) and accreditation of the Association for Assessment and Accreditation of Laboratory Animal Care (AAALAC) standards (Appx ). Human Investigations and oversight of human subjects in research is the responsibility of the Office for Protection of Research Subjects within the Office of Vice Chancellor for Research ( depts/ovcr/research/protocolreview/irb/index.shtml). Space and support for human investigations is also provided through the General Clinical Research Center (

124 27. Physical Facilities Page 124 clinical-research-center). Pharmacy faculty regularly serve on human and animal research oversight committees. Currently, the clinical research facilities are adequate and appropriately meet faculty needs. A major necessity for the successful implementation of the instructional program is the information technology (IT) resources. Overall efforts by the COP in IT are substantial and noteworthy. ITU is responsible for supporting the technology at both campus locations. Various teams and leaders help keep the COP s mission supported (Appx 27.5). The Audio/Visual technology has been implemented to keep courses connected in real time, and records material so that students can review on their own. In addition to classroom AV support, ITU manages classroom computers with standard images that include the COP s standard software suite (Appx ). ITU manages several labs for the faculty and students. In their P2 year, the Patient Simulation Lab, (McKesson Lab) (Appx 27.8) is used to give the students a simulated experience within a pharmacy, and with patients in the dispensing and compounding labs. ITU provides the COP with a secure Scantron testing solution (Appx 27.9). ITU manages and reviews contingency plans for the classrooms, and recommends methods and technologies to remain competitive with other COP s in the nation. The ITU manages systems that host the COP website content and integrates to ancillary systems (Appx 27.10). Other services include the Chicago building directory kiosk, E*Value (preceptor scheduling, student portfolio and faculty reporting), and integration of the COP s Continuing Education website to its primary site. Due to aging of the web site, the COP is currently engaged in redesigning the pharmacy website (estimated completion 11/2014). On this new site, the COP will integrate a faculty biography and publication database. The site will include college and departmental-level calendars and link to digital displays and directory information. The Rockford campus has superb new classroom and research space. All classrooms are available for student organizations to use as study spaces when courses are not in session. Additionally, LHS and the Pharmacy Student Lounge are designated as study areas. Two computer labs exist for student printing; a print shop is also available where student organizations can print materials. To help encourage and support interprofessional interactions, there is a student locker room and small common dining area for all students to use. Currently, the Rockford campus includes four faculty members engaged in laboratory research, with state-of-the art laboratory facilities. Therefore, the campus provides the same opportunities available to professional students on the Chicago campus. The delivery of instruction relies extensively on distance learning technology. The ITU/ Audio Visual (AV) Team is responsible for designing, maintaining, and supporting distance technology. Our fully-automated AV system allows faculty to deliver content synchronously to Rockford in real-time. Through this technology, we provide the same active learning inroom experience for distance students as the local site. Rockford and Chicago architectural plans can be found in Appendix and Lecture audio, video, and content is delivered using state-of-the-art HD video conference hardware solutions in the auditoriums. Audio conference capability and web conferencing software provide continuity of service between campuses. Lecture capture provides additional redundancy in case of network failure. Each site has independent recording capacity. IT provides podium training sessions for the faculty and TA s before each semester begins and also provides one-on-one training as necessary. Our Distance Learning Faculty In Room Support Technicians (DL-FIRST) program was created to support the faculty for core courses in each classroom.

125 27. Physical Facilities Page 125 Through this program, PharmD students are hired and trained by IT to provide the first line of technical support for instructors during class when needed, ensuring seamless instruction. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

126 28. Practice Facilities Page Practice Facilities To support the introductory and advanced pharmacy practice experiences (required and elective) and to advance collaboratively the patient care services of pharmacy practice experience sites (where applicable), the college or school must establish and implement criteria for the selection of an adequate number and mix of practice facilities and secure written agreements with the practice facilities. 2. College or School's Self-Assessment The college or school collaboratively advances the patient-care services of its practice sites. The college or school establishes and implements criteria for the selection of an adequate number and mix of practice facilities. The college or school establishes and implements criteria to secure written agreements with the practice facilities. Before assigning students to a practice site, the college or school screens potential sites and preceptors to ensure that the educational experience would afford students the opportunity to achieve the required competencies. At a minimum, for all sites for required pharmacy practice experiences and for frequently used sites for elective pharmacy practice experiences, a written affiliation agreement between the site and the college or school is secured before students are placed. The college or school identifies a diverse mixture of sites for required and elective pharmacy practice experiences. The college or school has sites that provide students with positive experiences in interprofessional team-based care. The academic environment at practice sites is favorable for faculty service and teaching. There is adequate oversight of practice sites and efficient management and coordination of pharmacy practice experiences. The college or school periodically assesses the quality of sites and preceptors in light of curricular needs and identifies additional sites when needed. The college or school discontinues relationships that do not meet preset quality criteria. 3. College or School's Comments on the Standard Focused Questions Capacity assessment (surplus or shortage) of the required and elective introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs) sites and preceptors for present and, if applicable, proposed future student enrollment Strategies for the ongoing quantitative and qualitative development of sites and preceptors and formalization of affiliation agreements How the college or school is collaborating with practice sites to advance patient care services

127 28. Practice Facilities Page 127 How the college or school assesses the quality of sites and preceptors in light of curricular needs and discontinues relationships that do not meet preset quality criteria 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) Site recruitment, evaluation, student placement and quality control are under the direction of the Office of Experiential Education in PMPR. In Chicago, this consists of 4 full-time and 1 part-time (80%) faculty members: Experiential/APPE Director, IPPE Director, IPPE Assistant Director, 2 coordinators, and 1 academic staff member. The Experiential Director also serves as Assistant Head for Education and reports to the PMPR Head. The other 3 faculty members and academic staff member report to the Experiential Director. In Rockford, the office consists of 1 full-time faculty member who serves as Experiential Director and 1 academic staff member. The Rockford Experiential Director reports to the Vice Dean in Rockford, and the academic staff member reports to the Rockford Experiential Director. Faculty on both campuses work closely together to ensure students are prepared and complete required IPPE and APPE hours, with Chicago coordinators taking the lead. Both Experiential Directors and the IPPE Director are responsible for securing sites and preceptors for the facilitation of IPPE and APPE hours, and monitoring and addressing the quality of sites and preceptors. The academic staff members responsibilities include oversight of affiliation agreements, legal/regulatory and health documentation requirements, appointment scheduling and website management. The experiential education office endeavors to recruit a range of practice sites to provide students with a broad array of choices for their professional development. The diversity of opportunities at the UIC campus in Chicago, and throughout the state of Illinois provides the ability to satisfy the educational objectives of the Chicago and Rockford students (Appx ). A unique resource available to students at Rockford is the RPHARM program. RPHARM students rotate at sites in downstate Illinois, and practice in concert with medical students who participate in the College of Medicine (COM) RMED program. These practice sites are held to the same standards as Chicago and Rockford sites and provides the opportunity for students to train with their colleagues interprofessionally to acquire skills needed to address medical needs of rural populations. The Rockford campus has successfully developed practice sites that fit the needs of students in the RPHARM program. Pharmacists interested in becoming volunteer preceptors must submit resumes/cv s outlining their education, work experience, involvement in practice and professional organizations. Potential preceptor resumes and sites are reviewed by the IPPE/APPE directors against particular criteria (Appx 28.5). If the candidate s background is deemed acceptable, and the site of quality, the process of becoming a preceptor is initiated. A link to an experiential program-dedicated website (i.e., Experiential Software System) is then sent to the potential IPPE and/or APPE preceptor prompting the individual to submit site and rotation-specific information for review and evaluation (Appx 28.6) by the IPPE and/or APPE director. After review, rotation type and campus designation is determined based on available IPPE and/or APPE course number designations (Appx 28.7), a site's abilities to meet an individual IPPE and/ or APPE's objectives, and location. Subsequently, the IPPE and/or APPE director at the designated

128 28. Practice Facilities Page 128 campus schedules a site visit to provide on-site orientation and training, and to verify site-related information. All preceptors are provided with IPPE and/or APPE goals/objectives, P&P manuals and APPE/IPPE syllabi (appropriate to site type). Preceptors are offered a non-compensated adjunct faculty appointment after a successful time period as preceptor. To ensure quality educational experiences, evaluations of preceptors and sites are submitted by students and reviewed by the experiential education office at the end of each 6-week APPE rotation (Appx 14.2) or IPPE. Follow-up, additional training and review of instructional issues occur via phone, electronically, at preceptor conferences and/or scheduled visits by the experiential education office. The COP now uses the E*value system for generating student experiential choices, monitoring required documentation, and supplying feedback and evaluation ( The overall experience in this first year has been positive. Notably, faculty and students scheduling experiential education, and providing feedback to and from students and preceptors has been made simpler. The COP requires affiliation agreements for its experiential teaching sites. Experiential sites are located throughout the metropolitan Chicago area, the Rockford metropolitan area, in rural sites for the RPHARM program, and in some cases beyond the state of Illinois (Appx ). The responsibility for the affiliation agreement process resides in PMPR with oversight from the Office of the Dean (OOD). The experiential education office provides sites with affiliation agreements detailing the responsibilities of the COP and the experiential site. All sites utilized for student experiential education have active and current affiliation agreements in place prior to and during any site placements of students. Affiliation agreements are reviewed annually to ensure experiential sites are current. The COP ensures criminal background checks, drug screenings, and immunization requirements are met. Additionally, the COP has an ongoing professional conduct program, and students are required to adhere to professional conduct regulations of the experiential site. The COP offers students various innovative P4 clerkship sites at both campuses. In addition to core APPEs, sites include government-related rotations in the Indian Health Service, Food and Drug Administration (FDA), Centers for Medicare and Medicaid Services (CMS), and the National Institutes of Health (NIH). Direct patient care opportunities include rotations in oncology, cardiology, community outreach, emergency room, critical care, neurology, pediatrics, toxicology, pain/anesthesia management, ophthalmology, psychiatry, investigational drugs, geriatrics, home health, long term care, pharmacokinetics, surgery, veterinary medicine, mail order and compounding. Indirect patient care opportunities include academics, drug information, research, nuclear medicine, managed care, pharmacy law, pharmaceutical writing, industry, pharmaceutical advertising, association management, technology, board of pharmacy, hospital and community practice administration/management, and insurance and benefits management. The experiential group is monitoring the number of sites that serve as hospital APPE rotations on both campuses as this number has somewhat diminished in recent years. Ninety-six percent of students agree/strongly agree that their APPEs were valuable in helping them achieve professional competencies, similar to peer school data (98%) (Appx 9.4). The patient population at the University of Illinois Hospital and Health Science System (UIHHSS) includes individuals with acute and chronic illnesses. Students gain experience directly caring for adult and pediatric patients entering the health care system (primary care) as well as those with specialized concerns (e.g., cardiology, transplant, infectious disease). Students are also involved in preventive health activities and community-based health advocacy. The UIHHSS serve as ASHP-accredited training

129 28. Practice Facilities Page 129 sites for pharmacy practice and specialty residents. Interprofessional education and skill development of students is assured through collaboration with allied health professionals. PharmD students interview patients, perform medication histories and complete drug therapy plans (including problem solving, critical thinking, monitoring and documentation) in inpatient and outpatient settings as part of IPPE requirements for courses (Experiential I [PHAR 342], Experiential II [PHAR 352], Experiential III [PHAR 353], Experiential IV [PHAR 354] and Experiential V [PHAR 357]). Student IPPE activities are conducted throughout the medical center facilities, at Jesse Brown VA Medical Center, and at various sites in Chicago and Rockford. These experiences include shadowing P4 students on APPEs (Roles Environments and Communications [PHAR 441]), practitioners, and pharmacy practice residents. Patient interviewing, therapeutic problem solving, and counseling activities are conducted at these sites. Students are divided into teams of 3-4 to talk directly with/educate patients under clinical pharmacist faculty member supervision. The COP provides numerous rotations at the VA Chicago Health Care System (VACHCS) including the Jesse Brown, Edward Hines and Crown Point facilities. Two UIC faculty positions are dedicated to VACHCS. VACHCS is an acute care medical, surgical and psychiatric teaching and research system, providing primary and tertiary care. The VA Pharmacy Service is dedicated to the education of patients, physicians, and other allied health care professionals. Each pharmacy service maintains an accredited ASHP Pharmacy Practice residency program and provides training to pharmacy practice residents yearly. VACHCS is affiliated with the University of Illinois and Northwestern University Medical Schools and serves as a primary training site for medical students and residents, and pharmacy students. VACHCS offers rotations in ambulatory care, hospital practice, infectious disease (inpatient and ambulatory care), psychiatry (inpatient and ambulatory care) and neurology (inpatient and ambulatory care). Other community initiatives include collaborative agreements with Osco Drug and Walgreens. Students participate in disease state management, diabetes education, or pharmacy management experiences at Osco Drug Corporate headquarters. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here) The number of experiential sites available for Experiential V in Rockford was deficient in summer of 2014 due to unexpected staff changes. Chicago sites were open and available and were used to fill the gap after Chicago students were placed. This was not a problem last year as the class size was smaller. We do not foresee this to be a problem in the future due to smaller Rockford class sizes. The Experiential Director and Vice Dean in Rockford are aware of this issue and will be monitoring to ensure that continued shortage of sites does not occur. Plans are in place to expand the number of sites available at the Rockford campus for all experiential education needs.

130 29. Library and Educational Resources Page Library and Educational Resources The college or school must ensure access for all faculty, preceptors, and students to a library and other educational resources that are sufficient to support the professional degree program and to provide for research and other scholarly activities in accordance with its mission and goals. The college or school must fully incorporate and use these resources in the teaching and learning processes. 2. College or School's Self-Assessment The college or school ensures access for all faculty, preceptors, and students to a library and other educational resources that are sufficient to support the professional degree program and to provide for research and other scholarly activities in accordance with its mission and goals. The college or school fully incorporates and uses library and other educational resources in the teaching and learning process. 3. College or School's Comments on the Standard Focused Questions The relationship that exists between the college or school and their primary library, including the level of responsiveness of the Director and staff to faculty, student, staff needs, and any formal mechanisms (e.g., committee assignments) that promote dialog between the college or school and the library. A description of how the college or school identifies materials for the library collection that are appropriate to its programs and curriculum and assesses how well the collection meets the needs of the faculty and students A description of computer technology available to faculty and students A description of courses/activities throughout the curriculum in which students learn about the available educational resources A description of library orientation and support for faculty and preceptors A description of how remote access technologies and mechanisms that promote use of library information from off-campus sites by faculty, students, and preceptors compare with on-campus library resources 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 Library system is comprised of the Richard J. Daley Library, the Science Library and four, Library of the Health Sciences sites (i.e., Chicago, Rockford, Peoria, Urbana). The mission of the Library of the Health Sciences (LHS) is to support the research, instruction, and educational needs of the UIC community and health science researchers through the provision of library resources and services.

131 29. Library and Educational Resources Page 131 The COP enjoys an exceptionally positive relationship with the library staff on the Chicago and Rockford campuses. The Library Directors appoint liaisons for both campuses who participate in faculty meetings and are available to faculty (Appx ). The liaisons are responsible for ensuring the appropriate resources are available for faculty and students of the COP. Periodically, they review the holding for electives that utilize library resources. Orientation to the library resources is available for all new faculty members. These orientation sessions are scheduled on an as needed basis with the Library staff. All pharmacy practice residents are scheduled for orientation to the library resources during their orientation month in July-August each year. In addition, the libraries offer online workshops for faculty, preceptors and students that prepare participants to find, evaluate and utilize information found through library research tools such as the UIC catalog and article databases ( Librarians work with instructors to create instruction sessions relevant to course assignments and goals. Similar to the Chicago experience, the Crawford Library in Rockford frequently provides orientation sessions for faculty, students, and staff. The Crawford Library is adjacent to the pharmacy classrooms and, therefore, easily accessible to students. Because the overall campus community is small, librarians are immediately accessible to fulfill the needs of students, faculty, and staff. The experience of students and faculty is overwhelmingly positive in that Rockford librarians will help fulfill any reasonable requests, and continue efforts until needs are met. In addition to the library resources, the COP Drug Information Group (DIG) serves as an ongoing source of pharmaceutical and medical information for faculty and students. Established in 1965, the DIG is operated by COP clinical faculty who have advanced training, skills, and experience in clinical practice, literature evaluation and medical writing. The DIG has journals, books and electronic resources available to students. In addition, faculty members of the DIG are available to direct students in locating information ( Furthermore, the DIG provides an active learning environment as an APPE site for fourth year professional students. Pharmacy practice residents also complete rotations in the DIG. Students and residents learn to utilize the resources in the LHS as well as the DIG and to research and respond to inquiries from a variety of clients. There are a number of courses incorporating the library resources into enrichment course activities. Specifically, during the P-2 year, PHAR 455 Drug Information and Statistics, requires students to conduct online searches of the medical literature using the online library resources. Students then utilize the articles retrieved via the electronic holdings or the traditional journals available in the library to complete their assignments. An elective course which features students utilizing educational library resources is PMPR 330, Journal Club and Literature Analysis. Additionally, many other courses and clinical rotations throughout the COP curriculum require library use, which further reinforces the content material. Access to materials in the library are available by connection; the main library via lhs/chicago, and in Rockford via Connection is available to public databases, e.g., Pubmed without password, and connections to the electronic collections are available via login. This system allows easy remote connection to library resources. The library collection development policy is available in Appendix Data on the use of library resources by pharmacy

132 29. Library and Educational Resources Page 132 students, faculty and others is also found in Appendix This data reflects overall usage for of pharmacy resources by anyone at UIC. AACP surveys of faculty, preceptors, and students included queries about access to the library and other educational resources to ensure appropriate access (Appx 1.3, 9.4, 12.3). The results of the survey indicate that 91% of faculty (question 25), and 76% of preceptors (question 41) agree or strongly agree that they have appropriate access to library and other educational resources. Eighty four percent of faculty also agree or strongly agree that the program s resources can accommodate present student enrollment (question 28). The vast majority of graduating students, 98% agree or strongly agree that they have appropriate on-campus access as well as access during pharmacy practice experiences to educational resources (e.g., library, electronic database, drug information center) conducive to their learning (question 82 and 83). There continues to be a need to improve access to library resources for remote adjunct faculty. Full-time remote faculty have complete access to library resources through their university appointment. Students and faculty have remote access to PubMed, CINAHL, Ovid, and STAT!Ref search databases ( Research databases are also available to faculty and students and include EMBASE, Scopus, Web of Science, Cochrane Library, and International Pharmaceutical Abstracts to name a few at (Appx 29.5). In addition, educational databases which include MICROMEDEX, AHFS, MD Consult, MedlinePlus, and Natural Medicines, as well as clinical resources (e.g., Clinical Pharmacology, Access Pharmacy, Medical Letter, UpToDate), patient education handouts through Essential Evidence Plus and Access Medicine, pharmacy calculators, drug interaction checkers and pill identifiers and lab references are also available ( All pharmacy students and faculty have remote access to full-text electronic journals at V=1.0&L=HZ9PJ6FE4T&list=2&S=SC&C=MHD010604&SS_searchTypeJournal=yes. A list of pharmacy specific resources available electronically can be found in Appendix Students, faculty and staff may also borrow books or articles through the Interlibrary Loan department if they are not available ( library.uic.edu/home/services/interlibrary-loan-and-article-delivery). Interlibrary loan is a free service; requests are made electronically and recipients are notified of arrivals via . Overall, within the areas of the standards for library and educational resources, the professional program is more than adequately served. Of note, the DIG is an important resource to the College, campus, and external community. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)

133 30. Financial Resources Page Financial Resources The college or school must have the financial resources necessary to accomplish its mission and goals. The college or school must ensure that student enrollment is commensurate with its resources. 2. College or School's Self-Assessment The college or school has the financial resources necessary to accomplish its mission and goals. The college or school ensures that student enrollment is commensurate with its resources. Enrollment is planned and managed in line with resource capabilities, including tuition and professional fees. Tuition for pharmacy students is not increased to support unrelated educational programs. The college or school has input into the development of and operates with a budget that is planned, developed, and managed in accordance with sound and accepted business practices. Financial resources are deployed efficiently and effectively to: support all aspects of the mission, goals, and strategic plan ensure stability in the delivery of the program allow effective faculty, administrator, and staff recruitment, retention, remuneration, and development maintain and improve physical facilities, equipment, and other educational and research resources enable innovation in education, interprofessional activities, research and other scholarly activities, and practice measure, record, analyze, document, and distribute assessment and evaluation activities ensure an adequate quantity and quality of practice sites and preceptors to support the curriculum The dean reports to ACPE, in a timely manner, any budget cuts or other financial factors that could negatively affect the quality of the professional degree program or other aspects of the mission of the college or school. Business plans, including revenue and expense pro forma for the time period over which the change will occur and beyond, are developed to provide for substantive changes in programmatic scope or student numbers. The college or school ensures that funds are sufficient to maintain equivalent facilities (commensurate with services and activities) across all program pathways. N/A 3. College or School's Comments on the Standard Focused Questions

134 30. Financial Resources Page 134 How the college or school and university develop annual budgets (including how the college or school has input into the process) and an assessment of the adequacy of financial resources to efficiently and effectively deliver the program and support all aspects of the mission and goals. An analysis of federal and state government support (if applicable), tuition, grant funding, and private giving A description of how enrollment is planned and managed in line with resource capabilities, including tuition and professional fees A description of how the resource requirements of the college or school's strategic plan have been or will be addressed in current and future budgets How business plans were developed to provide for substantive changes in the scope of the program or student numbers, if applicable An assessment of faculty generated external funding support in terms of its contribution to total program revenue 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 budget is managed by administrators, department heads, and unit directors in accordance with guidelines communicated through Dean Bauman. The COP Executive Committee also reviews and discusses the budget. The budget management process depends on funding sources, e.g., state funds, sponsored-research funds, Facilities and Administration (F&A), multiple self-supporting endeavors, gifts. Grants and contracts are centrally administered by the UIC Office of Business and Financial Services. Principal Investigators (PI) have authority over direct costs, and indirect costs (known as F&A) are accounted centrally. Endowment or gift funds are deposited in the UI Foundation. Interest earnings are available to the COP. See Appendix 30.1 for a summary of the COP budgetary profile for FY , supplemental tuition and grant funding data. The COP s total revenue has grown from $64.6M in FY to ~$94.3M in FY Increases in student enrollment, tuition income, and pharmacy-controlled self-supporting sales and services account for this increase. Self-supporting endeavors include ambulatory care pharmacy operations, drug information, and other contracts with the State of Illinois (SOI). The COP has faced diminishing state budget allocations over time. Of the $91M FY 2014 budget, approximately 2.5% is state GRF and 18% tuition income. Over the last five years, the COP has experienced a cumulative reduction in state funds and reallocations to campus of 9.7% and 9.4%, respectively. Despite the State of Illinois fiscal challenges, COP has been able to maintain and grow operations, and fund substantial renovation projects to support its educational, research, clinical, and public service missions. An important strategy has been planning savings into University plant funds to enhance the professional program. To bring the Rockford Campus into fruition, a proforma was developed and noted in the last four years interim reports to the ACPE (Appx 30.2). The COP has a reputation as one of the most fiscally sound campus units. This is due to a 5 year rolling financial model providing the Dean with a comprehensive overview of current financial commitments, anticipated expenditures/incomes, ongoing operating expenses, startup costs, and renovation/repair

135 30. Financial Resources Page 135 expenditures. This financial model was recently adopted on campus to facilitate overall budget planning amongst all University operating units. Since 2007, careful management has allowed the COP to support $1M per year in classroom upgrades and slightly under $1M per year in research and infrastructure renovations. Additionally, there is a $14M HVAC, electrical, and renovation project underway in Chicago ($6.5M of which was funded by campus). Clearly, the COP is reinvesting in its future with the ability to fulfill its mission. Clinical services at Chicago are self-supporting. The UIH operates inpatient pharmacy services through a memorandum of understanding with the COP. Inpatient pharmacy employees are hired by UIH, but have a faculty appointment. Ambulatory Pharmacy (AP) services operate within the PMPR department. AP sales and services demonstrate a substantial cash surplus from which faculty recruitment, computer upgrades and facility renovations have been funded. Additionally, Campus leadership has implemented a Responsibility-Centered Management approach to budgeting. The COP receives 85% of all PharmD tuition, and 47.5% of all F&A funds from extramural research. Of these F&A funds, 20% flow to the PI s department, allowing the PI to fund research personnel, procure equipment, and/or provide bridge funding. Enrollment in the PharmD program is carefully projected by the COP for both campuses. We target a class size of 210 (n=160 and n=50 in Chicago & Rockford, respectively), and support a student population of 840. Enrollment projections are provided to campus for budget setting and reporting to the State. The Rockford budget is supported through incremental funding from the SOI Department of Professional Regulation generated by pharmacist licensing fees. Tuition increases are proposed to campus by the OOD after careful consideration of our market position relative to peer institutions and in consultation with PharmD student leadership. Based on tuition, the COP compares favorably against peer institutions for in-state and out-of-state rates (Appx 30.3). The overall budget for COP is ~$90-95M per year. For this FY, 59% of revenues are represented by AP sales and services, and other self-supporting operations. Research grants and contracts including F&A and state funds represent an additional 13% and 22%, respectively. During the current FY, a newly approved policy at the university allowed academic colleges to recover college level administrative costs from self-supporting operations. Funds recovered by the OOD via this policy support college programs. The COP has an exemplary record of obtaining external grants and contracts. Of note, COP has consistently ranked in the top 10 in NIH funding among all U.S. COP s since 2007 (Appx 30.4). Grant and contract funding showed a 26.6% growth rate between FY despite continued declines in Federal NIH funding. Apart from the direct costs in grants and contracts, the COP benefits directly from F&A recovery to maintain its strong commitment towards student and graduate academic research programs. UIC ranked 7th among colleges of pharmacy in FY13 with $15.7M in sponsored research (NIH funding was $9.4M [9th]). COP extramural funding includes corporate and private giving, entrepreneurial efforts, and earnings on existing endowments. In 2009, the COP realigned and expanded its advancement office to enhance outside fundraising efforts. In FY13, the COP ranked 3rd among colleges of pharmacy with $3.7M in non-federal grants. Endowment funds are managed by the UI Foundation. Earnings on the COP's portion of that portfolio projected for FY is $90K, which is available for scholarships and program enhancements. Annually, these funds support competitive and need-based scholarships for

136 30. Financial Resources Page 136 students. Recently, the COP has awarded scholarships in excess of $100K in support of pharmacy students, in part through enhanced efforts to procure additional student scholarship funding. In an effort to enhance COP-sponsored student scholarships and tuition grants, the COP has secured increased intramural dollars ($70K per year) through internal reallocation. In addition, 25 extramural scholarship commitments ($40K per year) have been procured through the Office of Advancement and Alumni Affairs (OAAA). This has resulted in total student scholarship support increases to 125% over current levels for FY In FY 2012, the COP secured its largest gift of $3.5M. COP also went from having zero to 5 full professorship or chair commitments (2 active) and 3 term professorships. A $200K commitment from Walgreens to assist with our compounding lab renovation was also received; part of an estimated threefold increase in corporate support. Business development and revenue from intellectual property is becoming an increasing part of the University s mission. Since 2007, philanthropic efforts expanded significantly. In the FY period, COP recorded 161 disclosures, 245 patent applications filed, 26 patents issued, $10.6M in license income, and $9.8M in royalties. Despite federal and state economic fiscal challenges facing higher education, the COP has clearly developed, located, and garnered funds to continue increasing and diversifying its total revenue, and to provide more than adequate resources to achieving the professional program mission and goals. There are no financial impediments to the program s effective delivery. We do not anticipate any major budget cuts negatively impacting the educational mission. The dean would report to ACPE should this happen. For example, the dean reported to ACPE the disastrous COP fire which occurred in January At that time, PharmD courses were suspended for only one week. Alternative locations were rapidly identified and utilized to fulfill student teaching and learning needs. Research funding was managed through no-cost extensions and the research personnel salaries were reimbursed through a master insurance claim. Total research expenditures were concomitantly reduced during FY 2008 (Appx 30.5). The COP funding plan ensures the infrastructure and technology used in support of the curriculum is replaced regularly and funds for repairs made available. Useful-life and funded depreciation schedules were developed so anticipated expenditures are built into the budget. The COP is a leader in the sophistication of its distance education capability. Recently, this capability has allowed the COP to collaborate with international partners. Since 2007, in addition to technology, virtually all COP classrooms have been renovated and upgraded. In response to shifting higher education marketplace forces, the COP hired an instructional designer this year. The purpose is to provide committed resources for faculty members to adapt their curricular content to the web-based learning environment. In addition, this is important to COP s sustainability efforts in moving towards a more electronic student learning environment. Through its clinical faculty, the ongoing development and maintenance of numerous practice sites, and teaching relationships with preceptors, the COP fully supports the student IPPE and APPE requirements. Historically, COP has not found it necessary to compensate sites/preceptors to achieve these goals even with the expansion of competitor schools of pharmacy. The COP has begun to secure site commitments through Memorandums of Understanding totaling $177K per year for FY The COP has

137 30. Financial Resources Page 137 maintained full faculty and staff support for the professional students to improve and enhance the learning experience. 4. College or School's Final Self-Evaluation Compliant Compliant with Monitoring Partially Compliant Non-Compliant 5. Recommended Monitoring (School comments begin here)