Standard No. 26: Faculty and Staff Continuing Professional Development and Performance Review: The college or school must have an effective continuing professional development program for fulltime, 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. 1) Documentation and Data: Use a check to indicate the information provided by the college or school and used to self-assess this standard: Required Documentation and Data: Faculty Activity Report forms used officially in goal setting/performance evaluation meetings (Appendix 26A) Examples of faculty and staff development programs and opportunities offered or supported by the college or school Required Documentation for On-Site Review: If utilized, examples of faculty portfolios, documenting teaching, research and service activities Data Views and Standardized Tables: It is optional for the college or school to provide brief comments about each chart or table (see Directions). Table: Research and Scholarly Activity of Full-Time Faculty by Department (Appendix 26B) Table: Research and Scholarly Activity by Department: Number of Full-Time Faculty with No Activity in a Category (Appendix 26B) AACP Standardized Survey: Faculty Questions 12, 13, 15 18, 33, 37 (Appendix 26C) AACP Standardized Survey: Preceptor Questions 15 17, 39 (Appendix 26C) Optional Documentation and Data: Other documentation or data that provides supporting evidence of compliance with the standard 2) College or School s Self-Assessment: Use the checklist below to self-assess the program on the requirements of the standard and accompanying guidelines: 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. S N.I. U 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. Page 1 of 6
3) College or School s Comments on the Standard: The college or school s descriptive text and supporting evidence should specifically address the following. Use a check to indicate that the topic has been adequately addressed. Use the text box provided to describe: areas of the program that are noteworthy, innovative, or exceed the expectation of the standard; the college or school's self-assessment of its issues and its plans for addressing them, with relevant timelines; findings that highlight areas of concern along with actions or recommendations to address them; and additional actions or strategies to further advance the quality of the program. For plans that have already been initiated to address an issue, the college or school should provide evidence that the plan is working. Wherever possible and applicable, survey data should be broken down by demographic and/or branch/campus/pathway groupings, and comments provided on any notable findings. 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 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. Annual Performance Reviews All benefited NDSU employees are required to undergo an annual performance review. These reviews are required to support recommendations for annual salary increases. For faculty, performance is evaluated on their respective job descriptions and relative weight given to teaching, service and scholarship. Service, including service to students through advising of students and student organizations, is an important part of the evaluation. Department chairs schedule meetings with their faculty members in February and March so salary recommendations are ready by April. Currently, faculty are not required to maintain portfolios of work in teaching, service or research, outside of what is needed for the PTE process. Deans and department chairs are also periodically reviewed. The dean evaluates administrative faculty annually in support of annual salary increases. The dean and other administrators are also evaluated about every three years through a broad process that includes input from faculty, staff, students and preceptors, as appropriate. This last occurred in the fall of 2010 for chairs, and in August of 2004 for the Dean. An evaluation process is currently in place to evaluate the Dean during the 2012 Spring Semester. Part-time and voluntary teaching faculty members who do not receive employee benefits from the University are evaluated in a less formal way. Student ratings of instruction are the primary mode of evaluation, and department chairs take action to improve or reassign instruction, when necessary. For experiential preceptors, the directors of Experiential Programs provide preceptor Page 2 of 6
training annually at the North Dakota Pharmacists Association meeting, do regular site visits and use the Pharmacists Letter online training modules. In addition, the Experiential Education Office provides updates and other training through the E*Value home page. Continuing Professional Development Continuing professional development is an area of increasing focus during annual reviews. As part of their annual performance reviews, faculty members are asked to document their recent professional development activities and their plans for the coming year (Appendix 26A). Department chairs provide feedback and input to assure that faculty members address any weaknesses and special needs identified during the performance review. During the annual reviews, the faculty/preceptor and department chair agree on a faculty development plan for the coming year, and progress on that development is again monitored and discussed at the next review. Pharmacy Practice faculty members are encouraged, but not required, to seek specialty board certification to maintain and increase competence. At present, five faculty members are Pharmacotherapy Board certified (Kelsch, Naughton, Nelson, Ottney, Werremeyer), one is certified in asthma education (Brown), one is a tobacco cessation treatment specialist (Ottney, plus Albano pending), eight are certified in immunizations (Dewey, Kelsch, Skoy, Frenzel, Eukel, Fitz, Schmitz, Wilhelm), three in medication therapy management through APhA (Frenzel, Skoy, Eukel), and one holds a certification in geriatrics (Dewey). Eleven faculty members were certified by the state for diabetes disease state management (Eukel, Skoy, Frenzel, Fitz, Focken, Schmitz, Scott, Wilhelm, Werremeyer, Naughton, Biberdorf), and one is a certified physician assistant (Brown). Several faculty members are in the process of a new pain management certification (Werremeyer, Eukel, Skoy, Frenzel, Schmitz, Focken, Naughton, Omvig, Wilhelm). Some faculty members are fellows in the ASHP (Miller, Peterson) or the American Society of Consultant Pharmacists (Dewey). Several Pharmacy Practice faculty members have precepted McNair Scholarship students (Miller, Brown, Ottney, Albano). Faculty and Staff Development Opportunities Funds have been allocated to each college by the Vice President for Research, Creative Activities and Technology Transfer for faculty development. Each faculty member may receive up to $500 to help defray costs for attending various national and international scientific meetings and continuing education programs. The NDSU Development Foundation is another limited source of funds for faculty development. The college follows the university's developmental leave policy published in the NDSU Policy Manual, Section 132 (http://www.ndsu.nodak.edu/policy/132.htm). Developmental Page 3 of 6
leave can extend no longer than 12 months with a base stipend of at least 25% up to a maximum of 75% of the normal salary. The stipend may be supplemented with non-appropriated funds to provide a total stipend equal to, but normally not exceeding, the budgeted salary for the leave period. Both departments have adequate budgets to support travel and strongly encourage faculty to attend and present at professional conferences, both locally (e.g., North Dakota Pharmacists Association) and nationally. In addition, the president of the University formerly provided a $1,000 grant per faculty and staff member each year for developmental purposes, up until budgetary problems forced elimination of the program in the fall of 2009. Generally, each faculty member attends at least one national meeting annually. Mentoring faculty to become competent teachers and scholars has received increasing attention in recent years. Excellence in teaching, service and research are recognized annually through a formal faculty awards ceremony in the College each year. NDSU at the campus level has had a formal mentoring program for new faculty for several years, and various approaches have been tried. Currently, groups of five or six new faculty members in somewhat similar disciplines are being paired with two senior faculty members for regular meetings throughout the school year for a three-year period. These groups have latitude to set their own agenda, and the diversity of the groups allows for broader perspectives than the former one-on-one mentoring scheme. A faculty-driven Teaching Academy for faculty development was developed by the university, although it is largely inactive at present. A number of initiatives related to enhancing student learning were developed and since maintained by the Provost s Office, including: the Peer Review of Teaching Program, the wireless Personal Response System for classrooms, pedagogical luncheons and one-day seminars on effective teaching methods for faculty and teaching assistants every fall. The FORWARD/ADVANCE program on campus to assist female faculty also presents regular programing that is open to all faculty. Within the College, a series of six weekly teaching seminars on basic pedagogical topics are provided at the beginning of each academic year for faculty, pharmacy residents, and graduate students by the chair of pharmacy practice. The teaching seminar at the annual AACP meeting is also well attended by faculty members. Technology support is provided on campus in two ways. Information Technology Services (ITS) staff are available to train and support faculty in using teaching technologies such as Blackboard and the classroom Personal Response System, and staff with the Distance and Continuing Page 4 of 6
Education office can provide support for courses taught online. In house, the College has a dedicated IT staff member that it funds but is managed through University ITS, and the College recently hired a staff person in the Dean s Office who is responsible for web development and design. The university offers a Grant-In-Aid Program designed to provide seed money for research faculty for small projects. The university research administration provides regular grantsmanship seminars (Gear Up for Grants) to enhance grant-writing skills. The NDSU Research Foundation and the Experimental Program for Stimulating Competitive Research (EPSCoR) also provide several small grants to young and established investigators to generate preliminary data and to facilitate a competitive edge in seeking federal and industrial grants and contracts. The Dean has made money available to Pharmacy Practice faculty for research development grants. Initially faculty could apply for up to $3000 for a grant proposal, and for the past 3 years a pool of $25,000 has been available annually on a competitive, peer-reviewed basis (two of the larger grants have been awarded so far). The college holds semi-annual faculty retreats and occasionally invites outside experts to present novel methods in teaching, assessment and other related academic matters. Several years ago, the dean added $10,000 to each department s operating budget for faculty development. These funds are intended for use by faculty to cover expenses in attending meetings, seminars, short courses, and other events that enhance the faculty's effectiveness in teaching, research, or service. Lastly, staff development opportunities include a full day staff development program put on each spring by the NDSU Staff Senate (Discover U day). Staff can participate in a variety of software training from ITS. Within the College, staff has met annually for a retreat of their own. Interpretation of AACP Surveys Our faculty survey responses are similar to, or slightly better than, other schools (Appendix 26C). Nonetheless, the number of faculty members who feel they get inadequate guidance and funding for faculty development is a concern. A major issue in faculty development for Pharmacy Practice has been development of skills in scholarship. To address this need, a series of departmental research seminars began in the spring of 2009 and has continued each spring semester since. Informally, there is a sense that these have helped faculty members in feeling more confident about research and promotion to associate professor. Preceptors generally feel that they get adequate development and feedback from the College. Page 5 of 6
4) College or School s Final Self-Evaluation: Self-assess how well the program is in compliance with the standard by putting a check in the appropriate box : Compliant Compliant with Monitoring Partially Compliant Non Compliant No factors exist that compromise current compliance; no factors exist that, if not addressed, may compromise future compliance. No factors exist that compromise current compliance; factors exist that, if not addressed, may compromise future compliance /or Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance; the plan has been fully implemented; sufficient evidence already exists that the plan is addressing the factors and will bring the program into full compliance. Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance and it has been initiated; the plan has not been fully implemented and/or there is not yet sufficient evidence that the plan is addressing the factors and will bring the program into compliance. Factors exist that compromise current compliance; an appropriate plan to address the factors that compromise compliance does not exist or has not yet been initiated /or Adequate information was not provided to assess compliance Compliant Compliant with Monitoring Partially Compliant Non Compliant 5) Recommended Monitoring: If applicable, briefly describe issues or elements of the standard that may require further monitoring. NA Appendices Appendix 26A: Faculty Activity Report Appendix 26B: Research and Scholarly Activity of Full-Time Faculty by Department Appendix 26C: AACP Survey Data Page 6 of 6
Appendix 26A: Faculty Activity Report Form 2010 FACULTY ACTIVITY REPORT COLLEGE OF PHARMACY Please indicate the number of didactic lecture hours you have taught in courses offered by the College within the professional and graduate programs (excluding experiential program instruction) from January 1, 2010 through December 31, 2010. Spring 2010 Fall 2010 PROFESSIONAL PROGRAM Hours of didactic instruction GRADUATE PROGRAM Hours of didactic instruction OTHER TOTAL HOURS Please indicate the didactic course(s) in which you have the responsibility of being Course Coordinator/Instructor (course, C or I, number of lecture hours). Please describe any teaching innovations you have developed in the past year. How many professional students do you advise? List the names of undergraduate and graduate students and degree they are pursuing for whom you serve as research advisor. Please list any formal committees which you participated in as a member within the College or NDSU from January 1, 2010 through December 31, 2010. Please list any other committees locally, regionally or nationally with which you were professionally involved in during this period of time. Page 1 of 3
Please list any professional organizations in which you currently have active membership. Please list the other activities (e.g., reviewer of manuscripts for journals, member of editorial boards for Biomedical and pharmaceutical journals, grant review/ study section served) Please list any peer-reviewed professional papers submitted to journals, accepted and published from January 1, 2010 through December 31, 2010. Please provide the name(s) of Author(s), title, journal name, and for published paper(s): volume, page(s), year of publication). Please don t include papers under preparation. Intellectual property developed: Please list any abstracts submitted, accepted, or presented from January 1, 2010 through December 31, 2010. Please provide the name(s) of Author(s), title, presented/accepted/submitted, name, dates, and place of meeting, or journal citation if available. Please list any extramural/intramural research grants active, obtained or submitted for funding from January 1, 2010 through December 31, 2010. Please provide the grant title, name of the PI and other investigator(s), agency, amount, time period and status of the grant (i.e., funded, pending, or rejected). What changes, if any, would you like to see initiated by the department for the coming year (January 1, 2011- December 31, 2011)? Attach preprints/reprints of publication and updated CV. Page 2 of 3
2010 SELF-ASSESSMENT What do you feel your prime accomplishments were for the year (January 1, 2010-December 31, 2010) in the area of teaching, research, and service? Teaching: Research: Service: Area I would like to improve in the teaching, research, and service: Teaching: Research: Service: PROFESSIONAL GOALS FOR THE COMING YEAR Please list below your targeted goals for 2011 in the areas of service, teaching and scholarship. Please list any resources you may need in order to accomplish these goals and objectives. Faculty Signature Date *NOTE* Please enclose reprint or preprint of you publications during January 1 st to December 31, 2010. Also, please include the acceptance letter or proof of submission your manuscripts. Page 3 of 3
Appendix 26B: Research and Scholarly Activity of Full-Time Faculty by Department: Activity Phrm Sci Phrm Practice Total Publications in peer-reviewed journals during 111 48 159 past 3 years Books/book chapters published in past 3 years 15 13 28 as author or co-author Invited presentations during past year at 14 16 30 professional or scientific meetings and conferences Research presentations or posters during past year at professional or scientific meetings and conferences 104 17 121 Extramural grants received during past year Number of F/T Faculty Members involved as Principal Investigators, Co-Investigators, or Researchers NIH 5 0 5 Other Federal 4 0 4 State or regional 2 4 6 Industry (pharmaceutical manufacturer, device manufacturer, biotech company, etc.) 1 0 1 Activity Phrm Sci Phrm Practice Total Publications & Presentations Number of F/T Faculty Members with No Activity in a Category Publications in peer-reviewed journals during past 3 years 0 1 1 Books/book chapters published in past 3 years as author or co-author 2 7 9 Invited presentations during past year at professional or scientific meetings and conferences 0 5 5 Research presentations or posters during past year at professional or scientific meetings and conferences 0 4 4 Extramural grants received during past year Number of F/T Faculty Members with No Activity in a Category NIH 0 11 11 Other Federal 1 11 12 State or regional 3 7 10 Industry (pharmaceutical manufacturer, device manufacturer, biotech company, etc.) 4 11 15 Page 1 of 1
Faculty Survey Question: 12. I have access to documents that detail policies related to my performance as a faculty member. Page 1 of 13
Faculty Survey Question: 13. My performance assessment criteria are explicit and clear. Page 2 of 13
Faculty Survey Question: 15. Criteria for my performance assessment are consistent with my responsibilities. Page 3 of 13
Faculty Survey Question: 16. I am encouraged to engage in scholarly activity. Page 4 of 13
Faculty Survey Question: 17. I receive formal feedback on my performance on a regular basis. Page 5 of 13
Faculty Survey Question: 18. The performance feedback I receive is effective. Page 6 of 13
Faculty Survey Question: 33. I receive adequate guidance on career development. Page 7 of 13
Faculty Survey Question: 37. Programs are available to me that help me develop my competence in research and/or scholarship. Page 8 of 13
Preceptor Survey Question: 15. I know how to utilize policies of the college/school that deal with harassment and discrimination. Page 9 of 13
Preceptor Survey Question: 16. The criteria for my performance as a preceptor are commensurate with my responsibilities as defined by the college/school. Page 10 of 13
Preceptor Survey Question: 17. The criteria for evaluating my performance as a preceptor are clear. Page 11 of 13
Preceptor Survey Question: 39. The college/school has an effective continuing professional development program for me that is consistent with my preceptor responsibilities. Page 12 of 13
Page 13 of 13