University of Illinois at Chicago / College of Pharmacy (M/C 874)
26. Faculty and Staff Continuing Professional Development and Performance Review
University of Illinois at Chicago / College of Pharmacy (M/C 874)
26. 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.
Satisfactory
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.
Satisfactory
Faculty and staff are assisted in goal setting by their administrative reporting authority
Satisfactory
The college or school reviews the performance of faculty and staff on a regular basis.
Satisfactory
Criteria for performance review are commensurate with the responsibilities of the faculty and staff in the professional degree program.
Satisfactory
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.
Satisfactory
Faculty receive adequate guidance and support on career development. Satisfactory Faculty are able to attend one or more scientific or professional association
meetings per year.
Satisfactory
Faculty development programs are available to enhance a faculty member's academic skills and abilities.
Satisfactory
The performance criteria for faculty are clear. Satisfactory
Expectations on faculty for teaching, scholarship and service are appropriate and commensurate with academic and professional development.
Satisfactory
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
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 2013-2018 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 1.15-1.19). 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.
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) https://www.hr.uic.edu/
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 (http://www.uic.edu/homeindex/wowaward.shtml) 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
reward exceptional support staff and academic professional employees. A list of COP recipients is in Appx 26.5. 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 non-pharmacist 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)
27. Physical Facilities Page 121
University of Illinois at Chicago / College of Pharmacy (M/C 874) 27. 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.
Satisfactory
The physical facilities facilitate interaction among administration, faculty, and students.
Satisfactory
The physical facilities meet legal standards and are safe, well maintained, and adequately equipped.
Satisfactory
Physical facilities provide a safe and comfortable environment for teaching and learning.
Satisfactory
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.
Satisfactory
Animal use conforms to Institutional Animal Care and Use Committee (or equivalent) requirements. Accreditation of the laboratory animal care and use program is
encouraged.
Satisfactory
Space within colleges and schools dedicated for human investigation comply with state and federal statutes and regulations.
Satisfactory
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.
Satisfactory
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.
Satisfactory
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.
Satisfactory
Faculty have office space of adequate size and with an appropriate level of privacy. Satisfactory Faculty have adequate laboratory resources and space for their research and
scholarship needs.
Satisfactory
Computer resources are adequate. Satisfactory
Laboratories and simulated environments (e.g. model pharmacy) are adequate. Satisfactory Facilities encourage interprofessional interactions (e.g., simulation laboratories) Satisfactory Access to quiet and collaborative study areas is adequate. Satisfactory Common space for relaxation, professional organization activities and events, and/
or socialization is adequate.
Satisfactory
3. 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 2010. 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.
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 (http://accc.uic.edu/service/printing).
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 (http://
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 (http://www.brl.uic.edu).
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 (http://rockford.medicine.uic.edu/
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 27.2-27.4).
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 (http://tigger.uic.edu/
depts/ovcr/research/protocolreview/irb/index.shtml). Space and support for human investigations
depts/ovcr/research/protocolreview/irb/index.shtml). Space and support for human investigations