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Standard No. 6: College or School Vision, Mission, and Goals: The college or school publishes statements of its vision, mission, and goals.

1) Documentation and Data:

Required Documentation and Data:

Uploads:

Vision, mission and goal statements (college/school, parent institution, and department/division, if applicable) (APPENDIX 6A, 6B)

Outcome assessment data summarizing the extent to which the college or school is achieving its vision, mission, and goals (APPENDIX 6E)

Required Documentation for On-Site Review:

(None required for this Standard)

Data Views and Standardized Tables:

(None apply to this Standard)

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’s compliance with the requirements of the standard and accompanying guidelines:

S N.I. U

6.1. College or school vision and mission – These statements are compatible with the vision and mission of the university in which the college or school operates.

⃝ ⃝

6.2. Commitment to educational outcomes – The mission statement is consistent with a commitment to the achievement of the Educational Outcomes (Standards 1–4).

⃝ ⃝

6.3. Education, scholarship, service, and practice – The statements address the college or school’s commitment to professional education, research and scholarship, professional and community service, pharmacy practice, and continuing professional development.

⃝ ⃝

6.4. Consistency of initiatives – All program initiatives are consistent with the college or school’s vision, mission, and goals.

⃝ ⃝

6.5. Subunit goals and objectives alignment – If the college or school organizes its faculty into subunits, the subunit goals are aligned with those of the college or school.

⃝ ⃝

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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.

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

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

[TEXT BOX] [15,000 character limit, including spaces] (approximately six pages)

School Mission, Vision, and Core Values The School of Pharmacy, consisting of Departments of Pharmaceutical Sciences and Pharmacy Practice is an integral part of North Dakota State University (NDSU), a land grant institution established in 1889. As the only School of Pharmacy in the state, it has a unique and important role in preparing pharmacy practitioners and providing service to the state and region. The School mission, vision, and core values statements were developed with input from faculty, students, preceptors and alumni over the course of several months and were adopted September 6, 2018. (Appendix 6A). These statements are published on the school website and communicated in alumni newsletters and publications. The SOP statements align with the mission,vision, and core values of the institution which is to ‘provide transformational education, create knowledge through innovative research, and share knowledge through community engagement that meets the needs of North Dakota and the world’ and ‘to be a leader in advancing land-grant ideals through innovative education, research, and outreach’ (Appendix 6B).

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Mission The mission of the School of Pharmacy is to “educate the next generation of highly competent, caring, and ethical pharmacists and scientists through a high quality contemporary curriculum emphasizing innovative interprofessional education and research/scholarship which serves the needs of North Dakota, region, nation, and world.” We accomplish our mission by:

• Fostering a culture that values competency, caring, ethics, inclusivity, and professionalism. • Delivering an effective curriculum that prepares students to work in diverse settings and

interprofessional teams. • Collaborating with key partners and stakeholders to enhance teaching, research/scholarship,

practice, professional experience, and service opportunities. • Utilizing interprofessional approaches in teaching, research/scholarship, clinical practice and

service efforts. • Providing professional and interprofessional development opportunities for faculty, staff,

students, alumni, pharmacists, and preceptors. • Securing sufficient financial, physical, and human resources to engage in effective teaching,

research, practice, and service. • Continually improving the quality of education, and research/scholarship. • Developing pharmacists and scientists to meet the health care needs of the state, region, nation,

and world.

Vision The vision of the School of Pharmacy is to be a nationally recognized leader in pharmacy education, research, and outreach which is known for its high quality and impact on improving human health. Core Values

• People • Quality • Professionalism and Ethics • Knowledge, Teaching, and Learning • Research and Scholarship • Patient-Centered Care • Interprofessional Team Approach

Departmental Mission and Vision The Pharmaceutical Sciences and Pharmacy Practice departments facilitate the accomplishment of the Pharm.D. program’s mission and goals. Both departments share the mission of educating the next generation of highly competent, caring, and ethical pharmacists and scientists through the expertise offered by the departments (Appendix 6A). Pharmaceutical Science’s emphasis is on research in prevention, diagnosis and treatment of diseases to educate and train future pharmacists and scientists and to advance pharmaceutical research that improves human health. Pharmacy Practice’s emphasis is to educate students and practitioners, advance research/scholarship, deliver quality evidence-based

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patient-centered care, and provide service to the profession. The shared vision of the departments is to be national leaders by achieving excellence in research, teaching and service serving the needs of North Dakota, the region, nation, and world. Each department has clearly identified the process by which their missions will be achieved. The central themes of “providing high quality education,” “advance and conduct high quality research,” and “advance professional service” are fundamental to each faculty member’s job description in the School and are used as the basis of job performance evaluations. Teaching, research, and service are also the primary elements used to evaluate faculty promotion and tenure decisions in the department, School, and institution. Lastly, the mission statements drive decision making and strategic planning so that initiatives and programs that specifically advance the School’s mission are promoted. The School of Pharmacy has a strategic plan for 2018-2023 that is completely aligned with its mission and vision to provide high quality education, service, and conduct innovative research in healthcare (Appendix 6C). Particularly, the strategic plan aims to secure resources and space to maintain high quality teaching, research, practice and service, recruit and retain good students, increase research and scholarship production, develop and implement systems of accountability to monitor and enhance scholarship and research, provide health professions training, research, and service activities that support the needs of North Dakota.

Initiatives and Programs to Advance the Mission Interprofessional Education The SOP is continually expanding its collaborations with other health care disciplines both on and off campus to advance its interprofessional mission. Currently, SOP students learn from, with, and about students from the following disciplines: Respiratory Care, Radiological Technologist, Ultrasound Sonographer, Dietitian, Social Worker, Nursing, and Physicians. Post Graduate Education The School offers four options for students to pursue post-graduate education: Pharm.D./MBA, Pharm.D./Ph.D., PharmD/MPH, and residency training. Information regarding post-graduate educational opportunities is communicated to students in the Pharmacy Student Handbook, during advising sessions, and at orientation. The Pharm.D./MBA streamlines the process to obtain dual expertise to earn a Masters of Business Administration (MBA) degree and allows students to satisfy professional elective requirements with electives from the MBA program. The Pharm.D./Ph.D. is an opportunity for pharmacy students to obtain a Doctor of Philosophy degree with an additional three years of coursework and experimental research. The Pharm.D./MPH collaborates with NDSU’s Master in Public Health (MPH) program to promote health and well-being in diverse populations, especially American Indians and other underserved populations by providing educational, practical, and research opportunities to public health professionals. Lastly, the School collaborates with area health centers to provide post graduate residency opportunities. Currently,

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the School supports two PGY-1 residency programs and a total of three PGY-1 residents (2 in Lake Region Hospital and 1 in St Alexius). Residents in these hospitals are extensively trained in competencies and effectiveness in interprofessional team-based care. Continuing Education The School promotes its mission and vision of being a leader in education and outreach by sponsoring continuing education (CE) opportunities for pharmacists in North Dakota. An example of an continuing education initiative to support the role of the pharmacist in public health was the development of “Public Health for Pharmacists Certificate Modules” (Appendix 6D) with an emphasis on epidemiology in public health, disease prevention and health promotion using social and behavioral interactions, law, ethics and policy in public health, community engagement, environmental health, emergency preparedness and response and cultural perspectives in public health. Other school sponsored CE programs include “From the Schoolhouse” and other on-demand presentations through CE Impact (CEI), Point-of-Care Testing certification through NACDS, Opioid and Naloxone Risk Prevention Training (ONE Rx), and Immunization Administration Certification. In addition, faculty are frequently asked to present CE at the annual state pharmacy convention. ONE Rx Program The School of Pharmacy in association with North Dakota Pharmacists Association, North Dakota Board of Pharmacy and North Dakota Department of Human Services has developed the ONE Rx program that provides North Dakota pharmacists an opportunity to prevent opioid misuse and accidental opioid overdose. This program has national attention for advancing the role of community pharmacists in the delivery of cognitive services for patient care by using patient information to inform interventions to ensure safe use of opioids. Center for Immunization Research and Education (CIRE) The CIRE is housed within the North Dakota State University Department of Public Health. The CIRE mission and purpose is to address concerning trends in vaccine coverage through education and research and to find ways to improve regional vaccine acceptance and immunization rates in both children and adults. Faculty from the SOP have collaborated on efforts and grants with the CIRE. Collaborations have lead to the provision of pharmacist education related to immunizations and a North Dakota Pharmacist Online Immunization Toolkit. Collaborations have resulted in publications and national recognition including the American Pharmacists Association Immunization Champion Award. Center for Diagnostic & Therapeutic Strategies in Pancreatic Cancer (CDTSPC) The CDTSPC is focused on the cutting-edge of fundamental research to develop early detection and therapeutic protocols for controlling pancreatic cancer. It was established with support from the National Institute of General Medical Sciences, under the Center of Biomedical Research Excellence (COBRE) program. The CDTSPC supports research of junior investigators interested in pursuing their research career in pancreatic cancer and the purpose of CDTSPC is consistent with the vision of School of Pharmacy to be a national leader in research and also the vision of the Department of Pharmaceutical Sciences.

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North Dakota Telepharmacy The purpose of the North Dakota Telepharmacy is to have a licensed pharmacist at a central pharmacy site supervise a registered pharmacy technician at a remote telepharmacy site through the use of video conferencing technology. This is in line with the mission of the Pharmacy Practice department “to deliver quality evidence-based patient-centered care.” The School of Pharmacy continues to serve as a resource, with the Dean receiving many questions throughout the nation regarding telepharmacy. Dakota Cancer Collaborative on Translational Activity (DaCCoTA) Program The goal of DaCCoTA is to bring together researchers and clinicians with diverse experience from across the region to develop unique and innovative means of combating cancer in North and South Dakota. Evaluating Program Effectiveness The Pharm.D. Program Evaluation Plan was developed to systematically evaluate program quality related to its mission (Appendix 6E). Assessment data collected following this plan provides the School of Pharmacy with evidence to document the extent to which we achieve our mission and meet program accreditation standards. Six core focus areas, or domains, aligning to the School’s mission, vision, and values are assessed: 1) Educational Outcomes, 2) Students, 3) Faculty, 4) Teaching, 5) Research and Scholarship, and 6) Service and Practice. A variety of quality indicators are assigned to each domain to incorporate a variety of direct and indirect assessment measures allowing for triangulation of the data. In addition, assessment results for each quality indicator are compared to benchmark standards (national averages in Pharmacy Schools) whenever possible with the goal of exceeding the benchmark. The PharmD program has received high scores for the majority of the quality indicators during the last 3 years with examples provided below as well as in Standard 25. Notable Achievments Survey data generated from graduating students, preceptors, faculty, and alumni and administered by the American Association of Colleges and Schools of Pharmacy (AACP) are also used as assessment measures. Overall, the School of Pharmacy ranked higher than the benchmark (national average). Evaluation of 3-year average of educational outcomes (APPE readiness, Interprofessional Team Readiness and Practice Readiness) show that 98.3% students strongly agree that they are academically prepared for APPEs, 99.2% strongly believe that the program prepared them to engage as a member of interprofessional healthcare team and 97.9% consider themselves prepared to enter pharmacy practice. All of these data are higher than the respective national averages of 92.6, 96.1 and 94.7%. Residency match rates for our students were 75% compared to 65% nationally (3-year average). Overall student satisfaction is indicated by 90.2% strongly agreeing or agree they would choose the same School of Pharmacy, which is higher than the national average of 86.3%. The research and scholarship activities continue to grow within the College. Pharmaceutical Sciences faculty currently have seven NIH R01 grants, a P20 program project and grants from American Heart Association. Pharmacy Practice faculty have grants funded from foundations and professional organizations such as the Department of Human Services, Alex Stern Family Foundation, and Blue Cross and Blue Shield of North Dakota Caring Foundation. Research areas include Stroke Screening and

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Education, Training in Dementia Care for North Dakota, Community Pharmacy Opioid Misuse and Overdose Risk, Use of Telepharmacy and Telehealth, SNAP the Stigma: Humanizing Mental Illness, Cancer, Cardiovascular Diseases, Neurodegenerative Diseases, Diabetes, Lung Diseases, and Biotechnology. The School of Pharmacy is currently ranked 3rd nationally in NIH research grant funding based on the number of funded faculty in FY 2018.

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. N/A

SCHOOL OF PHARMACY

Mission and Vision Statements

School of Pharmacy

MissionThe School of Pharmacy educates the next generation of highly competent, caring, and ethical pharmacists and scientists through a high qualitycontemporary curriculum emphasizing innovative interprofessional education and research/scholarship which serves the needs of North Dakota,region, nation, and world.

We will accomplish this by:

Fostering a culture that values competency, caring, ethics, inclusivity, and professionalism.Delivering an effective curriculum that prepares students to work in diverse settings and interprofessional teams.Collaborating with key partners and stakeholders to enhance teaching, research/scholarship, practice, professional experience,and service opportunities.Utilizing interprofessional approaches in teaching, research/scholarship, clinical practice and service efforts.Providing professional and interprofessional development opportunities for faculty, staff, students, alumni, pharmacists, andpreceptors.Securing sufficient financial, physical, and human resources to engage in effective teaching, research, practice, and service.Continually improving the quality of education, and research/scholarship.Developing pharmacists and scientists to meet the health care needs of the state, region, nation, and world.

VisionThe School of Pharmacy will be a nationally recognized leader in pharmacy education, research, and outreach which is known for its high qualityand impact on improving human health.

Indicators that we are moving toward our Vision:

Students and graduates are sought after as caring, competent, and ethical health professionals and researchers.Graduates have a high level of achievement as measured by licensure and certification exams and job placement.Faculty are recognized for best practices in teaching, curriculum improvement, and as leaders by discipline-relatedorganizations.The School is nationally recognized for innovations in rural healthcare.Faculty and graduates discover and disseminate new knowledge as demonstrated by competitively funded research, highquality scholarly publications, and innovative product and practice development.Alumni are recognized for their consistent high level of achievement, leadership and involvement in professionalorganizations, and sustained contributions to their profession.Faculty have the resources of staff, time, space, and money to accomplish excellence in teaching, research, practice andservice.Our impact will be local, national and global.

Approved: SOP Faculty Meeting, September 6, 2018

Pharmaceutical Sciences

VisionThe Department of Pharmaceutical Sciences will be a recognized leader in pharmaceutical sciences by achieving excellence inresearch, teaching and service through innovation, collaboration and professionalism.

Indicators that we are moving toward our Vision:

Ranking among the top 20 Pharmaceutical Sciences research and graduate programs in the U.S. based on the number andquality of graduate students and faculty, extramural funding, publications and infrastructure.Number and quality of publications in peer-reviewed journals.Research, teaching and service awards.

APPENDIX 6A

The number of new collaborative projects advancing our mission.Business alliances with biopharmaceutical industries.

Mission The mission of the Department of Pharmaceutical Sciences is to educate and train future pharmacists and scientists and to advance pharmaceutical research that improves human health.We will accomplish this by:

Improving the quality of teaching and mentoring professional and graduate students.Conducting high-quality research in prevention, diagnosis and treatment of diseases and disseminating the results in leadingscientific journals and conferences.Providing professional service to the College, University, and the scientific community.Establishing internal and external partnerships, collaborations and strategic alliances to advance our mission.

Pharmacy Practice

Mission The mission of the Department of Pharmacy Practice is to educate students and practitioners, advance research/scholarship, deliver quality evidence-based patient-centered care, and provide service to the profession. We will accomplish this mission by:

Developing students and graduates who are recognized as competent health care professionals. Providing a relevant, practical, integrated, and outcome-driven curriculum. Promoting interprofessional health care within the state. Providing quality and diversified introductory and advanced pharmacy practice experiences. Securing financial, physical, and human resources to engage in effective teaching, research/scholarship, practice, and service. Providing an organizational environment that fosters recruitment, retention, engagement, and promotion of faculty and staff. Promoting collaboration within the Department as well as among the College, University and external organizations. Providing community-based outreach to promote healthy populations and vital communities in North Dakota. Providing training to support the development of practitioners that reflects the changing landscape of health care and pharmacyprofession Supporting the role of the pharmacist in rural and public health. Supporting post-graduate pharmacy education including pharmacy residency programs and the dual degree Doctor ofPharmacy (Pharm.D.) and Master of Public Health (MPH) program.

VisionThe vision of the Department of Pharmacy Practice is to be a national leader in pharmacy education and care through an high-quality outcome-driven pharmacy curriculum, effective and novel instructional strategies, innovative practice models, high quality research/scholarly activities, aswell as state and national services that efficiently, effectively, ethically, and continuously meet the changing needs of populations in the UnitedStates.

STUDENT FOCUSED. LAND GRANT. RESEARCH UNIVERSITY.STUDENT FOCUSED. LAND GRANT. RESEARCH UNIVERSITY.

North Dakota State UniversityPhone: +1 (701) 231-7456 / Fax: (701) 231-7606Campus address: Sudro Hall 123 <https://www.ndsu.edu/alphaindex/buildings/Building::202> Physical/delivery address: 1401 Albrecht Boulevard, Fargo, ND 58102Mailing address: NDSU Dept. 2650 / PO Box 6050 / Fargo, ND 58108-6050Page manager: NDSU School of Pharmacy <www.ndsu.edu/pharmacy/contact/>

<http://www.ndsu.edu/biasreport>

Last Updated: Friday, September 28, 2018 9:43:19 AMPrivacy Statement <https://www.ndsu.edu/privacy/>

PRESIDENT

Mission, Vision, Core ValuesUpdated: May 2009

Mission

With energy and momentum, North Dakota State University addresses the needs and aspirations of people in a changing world bybuilding on our land-grant foundation.

Vision

We envision a vibrant university that will be globally identified as a contemporary metropolitan land-grant institution.

Core values

NDSU is guided by the following key values and principles:

Land-Grant

We reflect and serve geographically and culturally diverse populations. We share institutional success across the university.We anticipate and welcome growth and service that will occur in ways yet to be conceived. We embrace our uniquecomplexities as a land-grant university on the Northern Great Plains. We remain committed to serving people globally.

People

We derive strength and vitality from each other and from the diverse communities we serve. We envision an academic andsocial environment that is conducive to intellectual and personal development by promoting the safety and welfare of allmembers of the university community. We promote excellence through individuals participating in decisions and valuecooperation for the common good.

Scholarship

We are an engaged university and acknowledge and pursue scholarship of all forms, including discovery, teaching,integration and application. We uphold the rights and responsibilities of academic freedom.

Teaching and Learning

We provide a superior teaching and learning environment within and outside of the traditional classroom. We promote andvalue liberal, graduate and professional education in a collegial environment where divergent ideas can be shared. We fosteran environment that promotes life-long learning with individually defined goals.

Ethics

We maintain our integrity through principled action and ethical decision-making.

Culture

We will be the land-grant university that we want to be by welcoming and respecting differences in people and ideas. Wesupport the goals of the North Dakota University System and value collaboration with colleges and universities around theworld. We foster accessibility to our programs and services.

Accountability

APPENDIX 6B

We have a special relationship with, and are accountable to, the people of North Dakota. We actively strive to contribute toour region's economic prosperity and to improve the quality of life.

STUDENT FOCUSED. LAND GRANT. RESEARCH UNIVERSITY.STUDENT FOCUSED. LAND GRANT. RESEARCH UNIVERSITY.

Office of the PresidentNorth Dakota State UniversityPhone: +1 (701) 231-7211Campus address: Old Main 102Mailing address: Dept 1000, PO Box 6050Fargo, ND 58108-6050Page manager: Stephanie Wawers <mailto:stephanie.wawers@ndsu.edu>Last Updated: Wednesday, March 27, 2019 3:35:14 PMPrivacy Statement <https://www.ndsu.edu/privacy/>

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Strategic Plan 2018‐2023 Financial, Physical, and Human Resources Goal #1: Secure sufficient resources to maintain high quality teaching, research, practice, and service.

Strategy Action Steps Metric Responsibility A. Ensure appropriate

resources to maintainaccreditation andenhance SOP programs.

1. Address adequacy of human resources2. Address adequacy of teaching and research facilities3. Address adequacy of teaching and research equipment and technology4. Address adequacy for faculty professional development5. Identify value added opportunities to move beyond adequacies in action

steps 1 -4

• % Change in Human Resources,Facilities, Equipment,Technology, ProfessionalDevelopment Requests basedon Accreditation and needs ofprograms

• Dean• SOP Executive

Team• Development

Officer

B. Identify and ensure thefinancial sustainability ofthe SOP.

1. Monitor differential tuition and when deemed appropriate seek increasesto meet program needs of the pharmacy program

2. Monitor budget reductions from the University/State and where directedmake budget reductions which minimizes impact on the core mission of theSchool of Pharmacy (SOP) related to teaching and research

3. Define financial sustainability relative to accreditation standards and peers4. Identify Schools/Colleges of Pharmacy as benchmarks5. Obtain budgets from benchmark SOP

• Total Budget / gross studenttuition

• NDSU Budget/Average ofbenchmark schools.

• Dean• SOP Executive

Team• Budget

Manager

C. Continuously seekincreases in extramuralfunding sources includingindividual and corporatedonations to support theSOP and its programs.

1. Establish fund-raising priorities for the SOP, its Departments and Programs2. Generate sufficient funds to support the renovation of Sudro Hall3. Establish endowed deans, chairs, professorships, and fellowships4. Increase federal grant funding5. Increase scholarship endowments6. Increase annual gifts and major gifts7. Establish a corporate fund-raising strategy8. Seek multiple sources to support faculty start-ups

• Complete plans for nextUniversity campaign

• 1-3% Growth per year

• Dean• SOP Executive

Team• Development

Officer

D. Recruit and retain highquality faculty.

1. Compare faculty salaries and workloads with SOP benchmarks andhealthcare marketplace

2. Offer competitive startup packages that are comparable to benchmarkprograms

3. Utilize endowed dean, chairs, professorships, & fellowships as arecruitment and retention tool

4. Attract and hire Associate and Full Professors with tenure5. Support faculty development, including endowment or fellowship funded

sabbaticals

• Five year average startuppackage dollar amount

• 15% increase in advance ranknew hires

• Faculty retention rate• # Endowed Dean, Chairs,

Professors, and Fellowships• # of sabbaticals

• Dean• SOP Executive

Team

APPENDIX 6C

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Goal #2: Ensure adequate space for all components of the SOP. Strategy Action Steps Metric Responsibility A. Keep current the master

space plan for the SOP including architectural designs for a new building addition to bring all programs back together under one roof. Plan should include but not be limited to the following current space needs and concerns.

1. Ensure sufficient space, to support the needs of the SOP 2. Ensure sufficient space for accommodating future expansion of the pharmacy

program especially in recruitment of pre-pharmacy students 3. Ensure sufficient space to accommodate expansion of pharmaceutical

sciences research and graduate program in existing facility 4. Ensure sufficient space to accommodate expansion of the Concept Pharmacy

including sterile and nonsterile compounding areas 5. Ensure sufficient space to expand simulation laboratory to accommodate

interprofessional training of students 6. Ensure sufficient space for accommodating IVN classrooms 7. Ensure sufficient space for accommodating a health sciences library, student

study space, and advising center 8. Ensure sufficient space to address accreditation concerns 9. Ensure sufficient space to support active learning courses including access to

A. Glenn Hill Center

• Complete Sudro Hall Building addition by 2022

• # active learning Courses/sections taught in active learning classrooms

• # courses/sections taught in Sudro

• Dean • SOP Executive

Team

Goal #3: Enhance efficiency, effectiveness, and productivity of our human resources. Strategy Action Steps Metric Responsibility A. Ensure faculty and staff

workloads are aligned to their position description.

1. Assess and monitor workloads of faculty related to their assigned areas of responsibility

2. Align staff responsibilities with their position description 3. Review and update (if indicated) the SOP Workload Guidelines 4. Align faculty position descriptions with revised SOP Workload

Guidelines and PTE requirements 5. Annually assess staffing needs of the SOP to ensure efficient use of

staff

• 100% faculty workloads are aligned with SOP Workload Guidelines by 2017-2018 academic year

• 100% of faculty have current position descriptions reflective of their assigned responsibilities and workload.

• 100% staff have current position descriptions

• Staffing changes

• Dean • SOP Executive

Team • Budget

Manager • Assistant to the

Dean

B. Ensure qualified faculty are hired.

1. Ensure compliance with the new HLC standards and CHP Policy 1.10 regarding qualifications of faculty for teaching using credentials and/or qualified experience to determine minimally qualified faculty

2. 100% of faculty have current CV and official graduate transcripts on file

3. 100% of faculty have current licensure/credentials on file 4. “Tested Experience” and “other Credentials” are defined by SOP for

instructional faculty

• 100% of instructional faculty are deemed qualified to teach in the PharmD program per CHP Policy 1.10

• Dean • SOP Executive

Team • Assistant to the

Dean

C. Enhance internal communication to faculty, staff, and students related to SOP.

1. Provide a forum for faculty to discuss and vote on decisions affecting the SOP

2. Improve communication and collaboration between Pharmaceutical Sciences and Pharmacy Practice

• # of SOP faculty meetings with standing committee reports

• Track attendance at forums/ SOP faculty meetings

• Leadership Council

• Budget Manager

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3. Improve communication between SOP standing committees and faculty

4. Provide a forum for students to communicate with the SOP Executive Team

5. Provide a forum for staff to discuss important issues and updates

• Enhanced satisfaction per AACP faculty survey

• # of student forums • # of staff forums

• Assistant to the Dean

D. Support faculty and staff development.

1. Provide or promote awareness of faculty and staff development opportunities in the areas of Advising, Assessment, Development, Developmental Leave, Diversity and Inclusivity, Leadership, Mentoring, Outreach, Planning, Professionalism, Promotion and Tenure, Self-Awareness, Scholarship and Research, Technology, and Teaching and Learning

2. Ensure faculty seek promotion and tenure in a timely fashion

• One faculty development seminar each semester

• SOP retreat annually • Increase number of faculty who are

promoted and/or tenured • One staff development opportunity

annually

• SOP Executive Team

• Supervisors

Student Success and Learning Goal #1: Effectively and efficiently deliver high quality/affordable education which can be completed by students in a timely fashion utilizing curricula considered to be at the forefront of the respective discipline.

Strategy Action Steps Metric Responsibility A. Ensure curricula meet

current accreditation standards for its program and future needs of professions.

1. Regularly review curricula for effectiveness 2. Changes to curricular design, delivery, and

sequencing are made based on continual assessment of student learning, and measures of student success, and accreditation standards

• Annual state and national licensure or certification exam passing rates

• Annual employment placement of graduates • Periodic employer satisfaction surveys • Annual residency/fellowship/internship placement rate • 100% compliant with accreditation standards

• SOP Leadership Council

B. Curricula delivered utilizing teaching and learning methods that actively engage learners, fosters inter-professional interactions, promotes student responsibility for learning, and facilitates achievement of program learning outcomes.

1. Faculty demonstrate continuous quality improvement in teaching approaches

2. Promote, enhance, and expand innovative teaching approaches within the SOP including use of contemporary teaching technology, simulations, and interprofessional education

3. Work with clinical affiliates and preceptors to define and create a model for interprofessional education and team based care at the clinical sites to offer as experiential training opportunities for our students

4. Expand cultural immersion experiences for students 5. Increase opportunities for students to engage in

research or evidence based practice projects 6. Promote faculty use of active learning 7. Offer pedagogy workshop/seminar coordinated by

instructional design professional

• 100% of Faculty adopt Curriculum Committee recommendations for improvement

• 100% of Faculty adopt use of ExamSoft assessment software when appropriate

• 100% of faculty achieve SROI scores on Q #2 > University average – 1 SD%

• % of faculty utilizing SOP instructional design professional

• % of clinical experiential opportunities that practice interprofessional team based care

• 100% of students participate in at least one interprofessional experiential opportunity

• # of students completing a cultural immersion experience

• # of students completing research experiences or evidence based practice projects

• SOP Leadership Council

• Instructional Design Professional

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• # of active learning sections/courses taught in active learning classrooms

• # of pedagogy workshops/seminars C. Students are able to

successfully complete the requirements for a degree in a reasonable amount of time.

1. Ensure appropriate pre-professional and professional student advising and career planning by maintaining appropriate advisor levels

2. Identify barriers to student’s progression in the program

3. Provide students who are denied admission to our professional program with alternative pathways to achieve their health professions career goal

4. Develop a process to track student loan debt 5. Identify unreasonable barriers to admission processes

• Annual graduation rates • Annual percentage of pre-professional students on

schedule to apply to Pharm.D. Program • Annual percentage of eligible pre-professional students

who are successfully admitted to Pharm.D. Program • Progression rate of professional students • Annual time to completion of degree especially for

graduate programs • Student loan debt • Annually reassess admission processes

• SOP Executive Team

• Admissions Committee

Goal #2: Recruit and retain a high quality student body. Strategy Action Steps Metric Responsibility A. Expand recruitment

activities locally, regionally, nationally, and internationally.

1. Create a recruitment plan 2. Utilize videos, PPT presentations, You-Tube, and Social Media to reach

students 3. Improve SOP Website

• Increase # of applications to SOP programs

• Increase # of new outreach deliverables per year

• AD for SA & FD • Communication

Coordinator • Admissions

Committee B. Attract and retain

high quality applicants and students.

1. Create multiple pathways to streamline entry in to the PHARMD Program for the most academically and professionally qualified students

2. Enhance opportunities for success for all students, including disadvantage and disabled, using additional or existing services

3. Provide health insurance and competitive stipends to graduate students 4. Increase the quantity and size of scholarships offered by the SOP, especially

premier scholarship awards 5. Provide high quality pre-professional and professional advising and career

planning for students within the SOP by its faculty and staff 6. Establish curricula, faculty, and advisors for SOP participation in the University

Honors Program

• Pathways created by 2018 • % increase in number and

dollar amount of scholarships offered by SOP

• # of faculty participating in honors program

• Annual survey of enrolled SOP students

• % graduate students receiving health insurance

• % graduate students receiving competitive stipends

• Assoc. Dean for SA & FD

• Development Officer

• PSCI Chair

C. Increase diversity of student body.

1. Promote diversity in all degree programs 2. Increase number of qualified underrepresented students in the SOP including

American Indians, Veterans, New Americans, and international students 3. Strengthen American Indian programming (NAPP) 4. Increase number of students from rural communities 5. Develop an infrastructure to support the success of students from diverse

backgrounds

• Incorporate diversity initiatives into recruitment plan

• Assoc. Dean for SA & FD

• PSCI Chair/ Graduate Program

5

D. Increase professional and graduate student enrollments.

1. Increase PhD student enrollment in Pharmaceutical Sciences from 25 to 50 students

2. Promote dual degree enrollments for the PharmD/PhD, PharmD/MBA, and PharmD/MPH programs

• Complete program enrollment goals by 2022

• SOP Exec. Team

Research/Scholarship Advancement Goal #1: Increase research and scholarship production within the SOP especially in areas aligned with the University Grand Challenges.

Strategy Action Steps Metric Responsibility A. Develop focused areas of

research excellence that address the University Grand Challenges that will help guide future strategic investments by the University, SOP, Departments, and external partners and establishes the SOP as a national leader in the research field.

1. Increase research/scholarship productivity of faculty 2. Target new faculty hires in Grand Challenge areas 3. Establish endowed chairs, professorships, and fellowships

• Research rankings (NIH, AACP, etc.)

• Total $ research funding • Research funding $ by FTE • Peer reviewed publication

rate (publication by FTE) • Grant application success

rate

• SOP Exec. Team

B. Support faculty to help them be successful in research.

1. Provide support for faculty including adequate research laboratories, supplies, equipment, post-doctoral fellows, research associates, graduate students, visiting scientists/scholars, and mechanisms for bridge funding, etc.

2. Provide faculty mentoring and development opportunities to enhance faculty abilities and skills to become competitive, productive researchers/scholars

3. Nominate faculty for national awards and committee memberships 4. Create infrastructure to support Pharmacy Practice faculty to achieve

promotion and tenure

• # of faculty receiving national awards

• Research productivity by FTE • # of faculty achieving tenure • # of faculty achieving

promotion • # of faculty on tenure track in

Pharmacy Practice

• SOP Exec. Team

C. Identify and establish collaborative/inter-disciplinary research teams both within the SOP and across campus which build research and scholarship capacity in the established research focus areas.

1. Review and modify PTE policies to ensure credit is given for interdisciplinary research and scholarship at the same level of traditional disciplinary research

2. Align graduate programs to support interdisciplinary research teams/programs

3. Establish a second COBRE Center within the SOP 4. Identify SOP-wide individuals expertise for major disease

states/population/theoretical models 5. Establish translational research teams

• # of SOP interdisciplinary research/scholarship projects

• # of university interdisciplinary research/scholarship projects

• # of interdisciplinary/ interprofessional groups

• # of translational research projects

• Faculty • SOP Exec. Team

D. Build and strengthen partnerships to support research goals.

1. Build/strengthen relationships with federal agencies/ philanthropy agencies that fund health-related research

• # of faculty serving on grant review committee/panel

• SOP Exec. Team

6

2. Establish corporate partnerships to generate industry-based funding sources and facilitate technology transfer

3. Work with clinical affiliates to gain access to health information databases (in accordance with IRB guidelines) to support clinical scholarship

4. Build translational research teams and programs with clinical affiliates

• # new corporate partnerships established

• # of faculty serving on corporate advisory boards

• # of clinical affiliate partnerships established that provide access to health information databases

Goal #2: Develop and implement systems of accountability to monitor and enhance scholarship and research within the SOP. Strategy Action Steps Metric Responsibility A. Establish annual

scholarship and research goals for faculty.

1. Establish scholarship and research standards of faculty including annual goals relating to the scholarship of teaching, discovery, application and service in accordance with the PTE policy and Workload Guidelines of the SOP

2. Establish annual goals for each department regarding grants, publications, and invited national presentations

3. Promote faculty use of Digital Measures and Research Gate

• Tenure track minimum: 1 peer review publication/year

• Non-tenure track minimum: 1 peer review publication/2 years

• # grant proposals submitted/year • # grant proposals funded/year • # National presentations and posters • % of faculty who meet expectations for

publications • % of faculty using Digital Measures • % of faculty using Research Gate

• Faculty • SOP Exec. Team

Outreach and Engagement Goal #1: Health professions training, research, and service activities of the SOP support the needs of North Dakota.

Strategy Action Steps Metric Responsibility A. Seek input from North

Dakota constituents regarding the needs of the State related to teaching, research, and service missions of the SOP, and its Departments.

1. Survey key stakeholders in the state 2. Create outreach goals for the SOP advisory board 3. Identify a legislative liaison to provide the SOP with timely

communication

• Survey established • Outreach goals created • Legislative liaison identified

• SOP Exec. Team • SOP Advisory

Board

B. Improve communications with external constituents including prospective students, employers, alumni, business community, lay public, corporate partners, state elected officials, media, and other key stakeholders to

1. Conduct a baseline assessment of our current communication activities

2. Develop a SOP Communication Plan that supports the SOP’s Strategic Plan and Priorities

3. Establish communication goals and priorities for the SOP/ Departments for use by the Communication Coordinator

4. Report annually on progress towards achieving strategic plan goals

• Baseline assessment completed by 2018

• Communication plan created by 2019

• SOP / Departments communication goals and priorities established

• Communication Coordinator

• Leadership Council

7

increase awareness, help guide, and gain support for the SOP and its programs.

5. Improve communication among faculty, staff, students, and administration related to SOP and its Departments affairs

6. Enhance relationships, interactions, and engagement with the business community, health care affiliates, industry, and corporate partners related to education, research, service, and development opportunities

• Internal SOP communication format created

• # new relationships developed

Professionalism Goal #1: All students, faculty, and staff of the SOP demonstrate professionalism, ethical behavior, and cultural competence.

Strategy Action Steps Metric Responsibility A. Implement a proactive

approach to professionalism, ethics, and commitment to inclusivity for students, faculty, and staff.

1. Develop a co-curricular* plan to enhance student professionalism, ethical behavior, and commitment to inclusivity

2. Integrate commitment to inclusivity, professionalism, and ethics across all academic curricula

3. Develop and implement a means to assess student professionalism, ethical behavior, and commitment to inclusivity

4. Provide faculty and staff development per goal 3, C. #1 5. Provide opportunities to gain an understanding of diverse

populations

• Co-curricular plan implemented by 2019 • Student professionalism, ethical behavior,

and commitment to inclusivity assessment plan created and implemented

• Co/Curriculum map for inclusivity, professionalism, and ethics completed

• Report aggregate professional misconduct issues to faculty annually

• Leadership Council

B. Promote, enhance, and expand interprofessional educational initiatives across the SOP.

1. Integrate interprofessional education across PharmD curriculum 2. Develop an interprofessional co-curricular* plan for the PharmD

Program 3. Identify experiential/clinical practice sites that model

interprofessional team based care

• # co-curricular interprofessional activities available to students

• Co-curricular plan implemented by 2019 • Curriculum map for interprofessional

education completed • # of experiential sites with

interprofessional team based care model • # of interprofessional sites offering

interaction with medical students

• Leadership Council

• Office of Experiential Education

*Activities, programs, and learning experiences that are connected to or mirror the academic curriculum which complement, augment, and/or advance learning that occurs within the formal didactic and experiential curriculum. Approved September 6, 2018 by School of Pharmacy Faculty Vote

SCHOOL OF PHARMACY

PUBLIC HEALTH FOR PHARMACISTS CERTIFICATE MODULES

Flyer <www.ndsu.edu/fileadmin/pharmacy/documents/20170210_Pharmacy_For_Public_Health_.pdf>Faculty/Authors <www.ndsu.edu/pharmacy/continuing_ed/ph_cert/fac_authors/>Register <https://epayment.ndus.nodak.edu/C22800_ustores/web/product_detail.jsp?PRODUCTID=4918&SINGLESTORE=true>

NDSU faculty developed this online training opportunity in collaboration with CAPT. James Bresette of the US Public Health Service,Lynette Bradley-Baker of the American Association of Colleges of Pharmacy, and faculty with public health credentials fromConcordia Wisconsin University and University of Maryland Eastern Shore.OVERVIEW OF PUBLIC HEALTH AND PUBLIC HEALTH SYSTEMS IN THE UNITED STATES0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-038-H04-PINSTRUCTOR DONALD WARNE, MD, MPH

Define public health.List core functions and essential services of public health.Identify examples of pharmacy in public health practice.

EPIDEMIOLOGY IN PUBLIC HEALTH I0.30 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-039-H04-PINSTRUCTOR DONALD MILLER, PHARMD, FASHP

Define epidemiology as it relates to public health and to pharmacy issues.List 3 ways in which pharmacists can use epidemiology in their practice.Describe some of the large databases used for medical surveillance signals and how they are used.Define the terms and calculate examples of incidence, prevalence, risk ratio, odds ratio, absolute risk reduction, relative riskreduction, and number needed to harm.Explain the concept of risk factors for disease, and how they affect public health decisions.

EPIDEMIOLOGY IN PUBLIC HEALTH II0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-040-H04-PINSTRUCTOR DONALD MILLER, PHARMD, FASHP

Discuss the principles of epidemiological study design.Distinguish between experimental, cohort, case-control, and crosssectional studies, and discuss the advantages/disadvantagesof each.Identify limitations and biases that occur with each type of study.

DISEASE PREVENTION AND HEALTH PROMOTION USING SOCIAL AND BEHAVIORAL INTERVENTIONS0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-041-H04-PINSTRUCTORS CHRISTIAN ALBANO, MPH, MBA, PHD, HOAI-AN TRUONG, PHARMD, MPH

Define health, risk factors, determinants of health and the action model to achieve healthy people 2020 overarching goals.Demonstrate frameworks/models that offer systematic approach for development, implementation, & evaluation of healthprograms.Explain primary, secondary, and tertiary levels of prevention.Identify examples of contributions of social and behavioral sciences to public health.Illustrate how socioeconomic status, culture, religion and other social/behavioral risk factors affect health.Identify common health behavior theories or models to plan for the development, implementation, and evaluation of a publichealth program.Identify pharmacist’s functions on the micro and macro levels in public health.Cite at least 3 examples of pharmacist’s micro and macro level activities and opportunities.

APPENDIX 6D

LAW, ETHICS, AND POLICY IN PUBLIC HEALTH0.30 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-042-H04-PINSTRUCTOR DONALD WARNE, MD, MPH

Describe the role of federal law and policy in the provision of public health services.Define ethics in terms of its impact on public health.Identify examples public health law an policy that impact the role of the pharmacist.

COMMUNITY ENGAGEMENT0.20 CEUs APPLICATION BASED UAN: 0047-0000-16-043-H04-PINSTRUCTOR MARK STRAND, PHD

Describe the role of community engagement in public health interventions.Explain the practice of community engagement as a health professional.Describe the steps to facilitate a community engagement project.

ENVIRONMENTAL HEALTH0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-044-H04-PINSTRUCTOR CHRISTIAN ALBANO, MPH, MBA, PHD

Define environmental health and occupational health.Delineate the Healthy People 2020 goals on environmental health.Identify the environmental factors in the occupational/work-place setting and identify the interventions that can mitigate thesefactors.Describe the major sources of environmental contaminants and pollutants, how they reach people, and the effect that theyhave on the community.Apply epidemiological techniques for predicting the scope and magnitude of adverse effects on environmental systems.Demonstrate an understanding of economic, societal, and political conditions as they relate to a specific environmental healthproblemDescribe the risk assessment and management process in environmental health.Identify the formal legislative/regulatory system within which environmental health regulations are developed and enforced.

HEALTH EMERGENCY PREPAREDNESS AND RESPONSE0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-045-H04-PINSTRUCTOR CAROL CWIAK, JD, PHD

List a variety of hazards and explain why these hazards increasingly result in emergencies and disasters that affect people andproperty.Define emergency management and other key terminology related to emergency preparedness and response.Explain the structure created by the Federal Government for response and the functions it focuses on.List the expectations of public health under the National Response Framework ESF 8.Identify the partners that collaborate with the emergency management community to create the framework thatkeeps communities safe.Explain the role of public health and pharmacists in preparing for hazards and dealing with emergencies and disasters.Discuss key continuity planning steps.Explain why continuity of operations planning is essential for pharmacies and other agencies that serve essential needs of acommunity.List key areas in which public health agencies and pharmacies can focus their planning efforts.

CULTURAL PERSPECTIVES IN PROVIDING PUBLIC HEALTH0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-046-H04-PINSTRUCTOR DAVID SCOTT, MPH, PHD

Identify the determinants of health that can affect health disparities.Describe the changing demographics in the United States and its association to health disparities.Describe the levels of cultural competence.Discuss steps that can improve the pharmacist’s cultural competence

North Dakota State University College of Health Professions - School of Pharmacy is accredited by the AccreditationCouncil for Pharmacy Education as a provider of continuing pharmacy education. Attendance at the session andcompletion of the evaluation form will be required to receive CE credit. Pharmacy professionals can now obtain CEstatements of credit on the CPE Monitor website. Non-pharmacists will receive a noncredit transcript within 4-6weeks of receipt of all evaluation materials.

STUDENT FOCUSED. LAND GRANT. RESEARCH UNIVERSITY.STUDENT FOCUSED. LAND GRANT. RESEARCH UNIVERSITY.

North Dakota State UniversityPhone: +1 (701) 231-7456 / Fax: (701) 231-7606Campus address: Sudro Hall 123 <https://www.ndsu.edu/alphaindex/buildings/Building::202> Physical/delivery address: 1401 Albrecht Boulevard, Fargo, ND 58102Mailing address: NDSU Dept. 2650 / PO Box 6050 / Fargo, ND 58108-6050Page manager: NDSU School of Pharmacy <www.ndsu.edu/pharmacy/contact/>

<http://www.ndsu.edu/biasreport>

Last Updated: Tuesday, March 07, 2017 3:47:40 PMPrivacy Statement <https://www.ndsu.edu/privacy/>

ndsu.edu/pharmac y/continuing_education/ph_cer t

Online Certificate

An Opportunity to Expand the Influence of Pharmacists in Public Health

MARK STRAND, PHDAssociate Professor, Pharmacy Practice Department,North Dakota State University DONALD WARNE, MD, MPHDirector of Master of Public Health Program, Pharmacy Practice Department,North Dakota State University

CHRISTIAN ALBANO, MPH, MBA, PHDAssociate Professor of Pharmacy Administration, School of Pharmacy, Concordia University WisconsinAdjunct Professor, Department of Pharmacy Practice,North Dakota State University

HOAI-AN TRUONG, PHARMD, MPH Assistant Dean for Professional Affairs and Associate Professor of Pharmacy Practice, University of Maryland Eastern Shore CAROL CWIAK, JD, PHDAssistant Professor, Emergency Management,North Dakota State University

DONALD MILLER, PHARMD, FASHPProfessor, Pharmacy Practice Department,North Dakota State University DAVID SCOTT, MPH, PHDProfessor, Pharmacy Practice Department,North Dakota State University

North Dakota State University College of Health Professions - School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Attendance at the session and completion of the evaluation form will be required to receive CE credit. Pharmacy professionals can now obtain CE statements of credit on the CPE Monitor website. Non-pharmacists will receive a noncredit transcript within 4-6 weeks of receipt of all evaluation materials.

NDSU faculty developed this online training opportunity

in collaboration with CAPT. James Bresette of the US Public

Health Service, Lynette Bradley-Baker of the American

Association of Colleges of Pharmacy, and faculty with public

health credentials from Concordia Wisconsin University

and University of Maryland Eastern Shore.

AUTHORS

School of Pharmac y Off ice of Teaching and Learning, 1.800.726.1724

OVERVIEW OF PUBLIC HEALTH AND PUBLIC HEALTH SYSTEMS IN THE UNITED STATES

0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-038-H04-PINSTRUCTOR DONALD WARNE, MD, MPH » Define public health. » List core functions and essential services of public health. » Identify examples of pharmacy in public health practice.

EPIDEMIOLOGY IN PUBLIC HEALTH I

0.30 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-039-H04-PINSTRUCTOR DONALD MILLER, PHARMD, FASHP » Define epidemiology as it relates to public health and to

pharmacy issues. » List 3 ways in which pharmacists can use epidemiology in their practice. » Describe some of the large databases used for medical surveillance

signals and how they are used. » Define the terms and calculate examples of incidence, prevalence,

risk ratio, odds ratio, absolute risk reduction, relative risk reduction, and number needed to harm.

» Explain the concept of risk factors for disease, and how they affect public health decisions.

EPIDEMIOLOGY IN PUBLIC HEALTH II

0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-040-H04-PINSTRUCTOR DONALD MILLER, PHARMD, FASHP » Discuss the principles of epidemiological study design. » Distinguish between experimental, cohort, case-control, and cross-

sectional studies, and discuss the advantages/disadvantages of each. » Identify limitations and biases that occur with each type of study.

DISEASE PREVENTION AND HEALTH PROMOTION USING SOCIAL AND BEHAVIORAL INTERVENTIONS

0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-041-H04-PINSTRUCTORS CHRISTIAN ALBANO, MPH, MBA, PHD, HOAI-AN TRUONG, PHARMD, MPH » Define health, risk factors, determinants of health and the action model

to achieve healthy people 2020 overarching goals. » Demonstrate frameworks/models that offer systematic approach for

development, implementation, & evaluation of health programs. » Explain primary, secondary, and tertiary levels of prevention. » Identify examples of contributions of social and behavioral

sciences to public health. » Illustrate how socioeconomic status, culture, religion and

other social/behavioral risk factors affect health. » Identify common health behavior theories or models to plan for the

development, implementation, and evaluation of a public health program.

» Identify pharmacist’s functions on the micro and macro levels in public health.

» Cite at least 3 examples of pharmacist’s micro and macro level activities and opportunities.

LAW, ETHICS, AND POLICY IN PUBLIC HEALTH

0.30 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-042-H04-PINSTRUCTOR DONALD WARNE, MD, MPH » Describe the role of federal law and policy in the provision

of public health services. » Define ethics in terms of its impact on public health. » Identify examples public health law an policy that impact the

role of the pharmacist.

COMMUNITY ENGAGEMENT

0.20 CEUs APPLICATION BASED UAN: 0047-0000-16-043-H04-PINSTRUCTOR MARK STRAND, PHD » Describe the role of community engagement in

public health interventions. » Explain the practice of community engagement as a health professional. » Describe the steps to facilitate a community engagement project.

ENVIRONMENTAL HEALTH

0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-044-H04-PINSTRUCTOR CHRISTIAN ALBANO, MPH, MBA, PHD » Define environmental health and occupational health. » Delineate the Healthy People 2020 goals on environmental health. » Identify the environmental factors in the occupational/work-place

setting and identify the interventions that can mitigate these factors. » Describe the major sources of environmental contaminants and

pollutants, how they reach people, and the effect that they have on the community.

» Apply epidemiological techniques for predicting the scope and magnitude of adverse effects on environmental systems.

» Demonstrate an understanding of economic, societal, and political conditions as they relate to a specific environmental health problem

» Describe the risk assessment and management process in environmental health.

» Identify the formal legislative/regulatory system within which environmental health regulations are developed and enforced.

HEALTH EMERGENCY PREPAREDNESS AND RESPONSE

0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-045-H04-PINSTRUCTOR CAROL CWIAK, JD, PHD » List a variety of hazards and explain why these hazards

increasingly result in emergencies and disasters that affect people and property.

» Define emergency management and other key terminology related to emergency preparedness and response.

» Explain the structure created by the Federal Government for response and the functions it focuses on.

» List the expectations of public health under the National Response Framework ESF 8.

» Identify the partners that collaborate with the emergency management community to create the framework that keeps communities safe.

» Explain the role of public health and pharmacists in preparing for hazards and dealing with emergencies and disasters.

» Discuss key continuity planning steps. » Explain why continuity of operations planning is essential

for pharmacies and other agencies that serve essential needs of a community.

» List key areas in which public health agencies and pharmacies can focus their planning efforts.

CULTURAL PERSPECTIVES IN PROVIDING PUBLIC HEALTH

0.20 CEUs KNOWLEDGE BASED UAN: 0047-0000-16-046-H04-PINSTRUCTOR DAVID SCOTT, MPH, PHD » Identify the determinants of health that can affect health disparities. » Describe the changing demographics in the United States

and its association to health disparities. » Describe the levels of cultural competence. » Discuss steps that can improve the pharmacist’s cultural competence.

PUBLIC HEALTH FOR PHARMACISTS CERTIFICATE MODULES

Register at https://www.ndsu.edu/pharmacy/continuing_education/ph_cert/

EDUCATIONAL OUTCOMES (ACPE Standards 1-4, 11, 12, 25.6, 25.8) TIMELINE METHOD Metric D/I* SOURCE RESPONSIBLE CLOSE THE LOOPABO 1 Foundational Knowledge % Ave AllABO 2 Essentials for Practice and Care Summative,ABO 3 Approach to Practice and CareABO 4 Personal and Professional Development % =/> BM

APPE ReadinessIPPE Preceptor Evaluation of Students Institutional Preceptor Evaluation of Students (IPPE I) Community Preceptor Evaluation of Students (IPPE II)

Key Course Performance, Successful Students Phrm 450 Self-Care Phrm 475 Pharmacy Management Phrm 500 Top Drugs II Phrm 520 Special Populations Phrm 540 Public Health for Pharmacists Phrm 560 Specialty Topics Phrm 572 Pharmacy Law and Ethics Phrm 580 Pharmacotherapy Capstone Phrm 552L Pharmacy Practice Lab - Comprehensive Practical Exams

PCOA - P3 year, Total mean scale score (National) PCOA - P3 year, Mean percentile for program Personal and Professional DevelopmentMean composite# score (1-5) IPPE Preceptor Evaluation of Students

Phrm 355 IPPE I - Institutional Phrm 455 IPPE II - Community

Ave Didactic Score, Student Learning Outcomes Assessment, ABO 4.1 Self-AwarenessAve Didactic Score, Student Learning Outcomes Assessment ABO 4.4 ProfessionalismCo-Curriculum - Self-Awareness (ABO 4.1), Professionalism (ABO 4.4) Fall/Spring Reflection ePortfolio Faculty AACP Survey ResponsesStudent Q35. I was academically prepared to enter my APPE's. Mar-MayAlumni Q9. I was academically prepared to enter APPE. "Odd" Yrs

Sr. Associate Dean

JulyEvaluation

RubricEvalue Report Experiential

SpringSummative

AssessmentsExamSoft

Instructional Designer

NDSU SCHOOL OF PHARMACY PHARMD PROGRAM EVALUATION PLAN 2018-2019

ExamSoft

Course Coordinators

Senior Associate Dean

Students Faculty

Assessment Committee Curriculum CommitteeSOP Leadership TeamSOP Executive Team

Experiential

Standardized Exam

AACPStandardized

Survey

Evaluation Rubric

Summative,AACP Surveys,Std Natl Exam

ExamSoftPreceptors

NABPExt Surveys

Experiential EducInstructional

DesignerSr Associate Dean

May

Summative Assessments /

Practical Exam - Successful

Students Only

Assessment CommitteeCurriculum CommitteeExperiential Education

FallSpring

February NABP

Mean Score (1-5)July Evalue Report

Sr. Associate Dean

D

% Ave All Summative

Assessments / Practical Exam

Mean SS (Nat)Percentile

% Ave All Summative

Assessments

Mean Score

% SA + Agree(National)

D/I*

D

D

D

I

See Student Learning Outcome Assessment Plan for more details

12/5/2019 1

APPENDIX 6E

NDSU SCHOOL OF PHARMACY PHARMD PROGRAM EVALUATION PLAN 2018-2019

EDUCATIONAL OUTCOMES (ACPE Standards 1-4, 11, 12, 25.6, 25.8) TIMELINE METHOD METRIC D/I* SOURCE RESPONSIBLE CLOSE THE LOOPInterprofessional Team ReadinessCo-Curriculum - ABO's 3.4 Interprofessional Collaboration + 4.1, 4.2, 4.3, 4.4 Fall/Spring Reflection Mean Score I ePortfolio Faculty Students CHP 400 Interprofessional Healthcare Practice - IPEC Competency Survey Survey Qualtrics Team-Based Collaborative Care Simulation Score Sim Rubric Summative Assessment Score Course Ave%Overall % Ave Score Summative Assessments, ABO 3.4 IP Collaboration May Summative A.APPE Preceptor Evaluation of Students, Mean Score (1-5)Student establishes a climate of accountability, mutual respect, and shared values with members of the interprofessional team to meet patient and population care needs. (ABO 3.4.1)

Student incorporates the knowledge, skills, and abilities of each member of the interprofessional team to provide care that is safe, timely, efficient, effective, and equitable. (ABO 3.4.2)Student communicates in a manner that values team based decision making and shows respect for contributions from other areas of expertise. (ABO 3.4.3)AACP Survey ResponsesStudent Q3. The learning experience with other professions students helped me gain a better understanding of how to be part of a multi-disciplinary team to improve patient outcomes. Student Q15. The PharmD Program prepared me to engage as a member of an interprofessional healthcare team.

Student Q38. My pharmacy practice experiences allowed me to collaborate with other health care professionals. Preceptor Q30. The PharmD program prepares students to engage as a member of an interprofessional healthcare team.

May-Aug"Even" Yrs

Alumni Q25. The PharmD program prepared me to engage as a member of an interprofessional healthcare team.

May-Aug "Odd" Yrs

AACPSenior Associate

Dean

D

FacultySr. Associate Dean

FacultyAssessment Committee Curriculum CommitteeSOP Leadership TeamSOP Executive Team

FacultyAssessment Committee Curriculum CommitteeSOP Leadership TeamSOP Executive Team

June Evalue Report ExperientialEvaluation

Rubric

MayExam Soft

Standardized Survey

Mar-May

% SA + Agree(National)

% Ave Score

Mean Score(1-5)

I

12/5/2019 2

NDSU SCHOOL OF PHARMACY PHARMD PROGRAM EVALUATION PLAN 2018-2019

EDUCATIONAL OUTCOMES (ACPE Standards 1-4, 11, 12, 25.6, 25.8) TIMELINE METHOD METRIC D/I* SOURCE RESPONSIBLE CLOSE THE LOOPPractice ReadinessCo-Curriculum - Direct Patient Care Practice Essentials ABOs 2.3, 3.2, 3.3, 3.5, 3.6 Fall/Spring Reflection Mean Score I ePortfolio Faculty StudentsAPPE Preceptor Evaluation of StudentsTotal Mean Score (1-5) Faculty & Adjunct Preceptor All Preceptors, Foundational Knowledge (ACPE Std 1) All Preceptors, Essentials for Practice and Care (ACPE Std 2)

All Preceptors, Approach to Practice and Care (ACPE Std 3)

All Preceptors, Personal/Professional Development (ACPE Std 4)Performance on National ExamsNAPLEX first time pass rate (National Ave) Average score (National), NAPLEX Competency Area 1 - Ensure Safe and Effective Pharmacotherapy and Health Outcomes (67% of exam) Average score (National), NAPLEX Competency Area 2 - Safe and Accurate Preparation, Compounding, Dispensing, and Administration of Medications and Provision of Health care Products (33% of exam) MPJE first time pass rate (National Ave) % pass (Nat)Post Graduate Placement Student Employment Geographical region Practice settingPGY-1 Residency Match Rate May Post Graduate % Match (Nat) D ASHP Sr Assoc DeanAACP Survey Response Student Q36. My advanced pharmacy practice experiences were of high quality.Student Q37. My pharmacy practic experiences allowed me to have direct interactions with a diverse patient population.Student Q69. I am prepared to enter pharmacy practice.

Alumni Q10. The curriculum prepared me to enter my first pharmacy job.May-Aug "Odd" yrs

ExperientialEvalue Report

Senior Associate Dean

Mar-May

Self-Report

Students, FacultyAssessment Committee Curriculum CommitteeSOP Leadership TeamSOP Executive Team

Advisory BoardNDUS

Students, FacultyAssessment Committee Curriculum CommitteeSOP Leadership TeamSOP Executive Team

Evaluation Rubric

2nd Trimester (May-Aug)

NABP

April-May

Assessment Committee Curriculum CommitteeSOP Leadership TeamSOP Executive Team

Associate Dean for SA & FD

Standardized Exams

Exit Survey

AACP

Senior Associate Dean

Students, FacultyAssessment Committee Curriculum Committee

SOP Leadership/Exec. CoAdvisory Board

Standardized Survey

JuneMean Score

(1-5)D

D

I

I

Ave Score (National)

% pass (National)

% Employed

% SA + Agree(National)

12/5/2019 3

NDSU SCHOOL OF PHARMACY PHARMD PROGRAM EVALUATION PLAN 2018-2019

STUDENT ADMISSION AND PROGRESSION TIMELINE METHOD METRIC D/I* SOURCE RESPONSIBLE CLOSE THE LOOPStudent Admission (ACPE Standard 16)Eligible applicants# interviewed / # students admittedPCAT Composite Percentile - admitted studentsPre-Pharmacy Core GPA – admitted studentsMen admitted to Pharm.D. programStudents of diversity admitted to Pharm.D. programAACP Graduating Student Survey Q49 -The College is welcoming to students with diverse backgrounds.

Standardized Survey

% SA + Agree(National)

I AACPSenior Associate

DeanStudent Financials (ACPE Standard 14)First Professional Year Tuition and Fees - In State Ave $ (Natl) Students requiring financial assistance % (Natl) Student Debt (Natl Public Institutions) at graduation Median (Natl)Amount Pharmacy Scholarships available to all studentsAmount of scholarships with a diversity empasisStudent Progression (ACPE Standard 17)Students graduating on time (per AACP definition)# (%) Students delayed graduation due to pursuing dual degreeStudents delayed graduation due to academic or professional issuesStudents academic or professional dismissalStudent withdrawals for reasons other than academic dismissal or delayed graduation

Students working during school Self-Report D AACP GSS Sr Assoc DeanProfessional Development & Engagement (ACPE Standard 4)Co-Curriculum - Self-Awareness (ABO 4.1) and Professionalism (ABO 4.4) Fall/Spring Reflection Mean Score D ePortfolio Faculty Advisors StudentsProfessional Misconduct reports/violations Tracking Report D Conduct File AD for SA & FDStudents participating in Clinical Skills &/or Consultation CompetitionsP3 students attending Residency Showcase P4 students seeking post graduate residency (PGY-1) ASHPPharmD students pursuing dual degree (e.g. /PHD, /MBA, /MPH) Total # Singh & StrandAlumni contributions to pharmacy program June Financial $$ I Foundation DevelopmentOverall Satisfaction - AACP Survey Response Student (yearly) Q71 - If I were starting my pharmacy program over again, I would choose the same school of pharmacy. Mar-May

Alumni ("odd" years) Q34 - If I were starting my education over today, I would choose the same college/school of pharmacy. Alumni ("odd" years) Q35 - I received a high quality pharmacy education.

Senior Associate Dean

Muzzy & SkoyReport

AACPSenior Associate

Dean

Financial Contributions

Standardized Survey

FacultyAdmissions CommitteeAssessment Committee

SOP Executive TeamNDUS

MayFaculty

Assessment CommitteeCurriculum Committee

SOP Executive Team

FacultyAdmissions CommitteeAssessment Committee

SOP Executive Team

StudentsFaculty

Assessment CommitteeSOP Executive TeamDevelopment &

Budget Mngr

AACP ORIE Profile of Pharmacy Students

Associate Dean for SA & FD

AACP GSS Public Schools

June

May

Associate Dean for Student Affairs

Senior Associate Dean

Foundation

Student Affairs

AACP OIRE

FacultyAssessment Committee

SOP Executive Team

AACP SOP Annual

Reporting

June

D

D

Admission Data

AACP SOP Annual Report

May-Aug "Odd" yrs

I

D

D

D

Total #

Mean ± SD

% (Natl)

$$

% (Natl)

Total #

%

% SA + Agree(National)

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NDSU SCHOOL OF PHARMACY PHARMD PROGRAM EVALUATION PLAN 2018-2019

FACULTY (ACPE Standards 18, 19) TIMELINE METHOD METRIC D/I* SOURCE RESPONSIBLE CLOSE THE LOOPGender, ethnicity, and rank May PTE # (%) D SBHE Dept. Chairs SOP Executive TeamProfessional Development Faculty participating in at least one pedagogical seminar/yearFaculty licensed to practice pharmacy in the USA Specialty certifications held by pharmacist faculty Total #AACP Faculty Survey ResponsesQ 21 Funds are available to support faculty development.Q 25 - The college/school has a sufficient number of staff to effectively address programmatic needs.Q 30 - The college/school has a sufficient number of faculty.

TEACHING (ACPE Standards 10, 25.4) TIMELINE METHOD METRIC D/I* SOURCE RESPONSIBLE CLOSE THE LOOPTeaching Productivity - Professional PharmD ProgramInstructional Faculty FTE's ChairsRequired didactic credits taught Patient Care Laboratory credits taught Average # Didactic/Patient Care Lab credits taught per instructional faculty Ave / FacultyAPPE Rotations precepted by faculty Total # ExperientialMean Faculty advising ratio (e.g. # student advisees/faculty) # advisees/fac Student AffairsStudent:Instructional Faculty Ratio Student:Faculty Sr. Assoc DeanEffective delivery of instruction to students % of SROI evaluations with scores on Q #2 (The instructor as a teacher) > university average - 1 SD SROI % I NDSU ORIE Sr. Assoc Dean

Student Evaluation of Community IPPE Preceptor Student Evaluation of Institutional IPPE Preceptor Student Evaluation of Faculty APPE Preceptor Student Evaluation of Adjunct Faculty APPE Preceptor AACP Survey ResponsesStudent (yearly) Q23 - I developed the skills needed to prepare me for continuous professional development and self-directed life-long learning. Student (yearly) Q24 - I was provided opportunities to engage in active learning (e.g. laboratories, recitations, student portfolios, problem-based learning, in-class activities).

Alumni ("odd" years) Q7 - The curriculum provided opportunities to engage in active learning (e.g., laboratories, recitations, student portfolios, problem-based learning).Alumni ("odd" years) Q8 - I was encouraged to assume responsibility for my own learning.

Experiential

March - June "odd"

yrs

Standardized Survey

I AACPSenior Associate

Dean

FacultySOP Leadership TeamSOP Executive Team

AprilFaculty

WorkloadD

CurriculumCo-

CurriculumEValue

FacultyCurriculum CommitteeSOP Leadership TeamSOP Executive Team

Perform. Evals

Evaluation Rubric

Standardized Survey

FacultySOP Leadership Team

FacultyCurriculum CommitteeAssessment CommitteeSOP Leadership TeamSOP Executive Team

FacultyAssessment CommitteeCurriculum CommitteeSOP Leadership TeamSOP Executive Team

Dept. Chairs

Senior Associate Dean

AACP

Mar-May

May-Aug "Odd" Yrs

AprilFaculty Act.

Report

Sr. Assoc Dean

JuneEValue Report

D

I

# (%)D/I

% SA + Agree(National)

Total #

Mean Score(1-5)

% SA + Agree(National)

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NDSU SCHOOL OF PHARMACY PHARMD PROGRAM EVALUATION PLAN 2018-2019

RESEARCH AND SCHOLARSHIP (ACPE Standards 19.2, 25.4) TIMELINE METHOD METRIC D/I* SOURCE RESPONSIBLE CLOSE THE LOOPCollegial Research Among DisciplinesCollege interprofessional research/scholarship projectsUniversity interdisciplinary research/scholarship projectsExternal collaborative research/scholarship projects Faculty Publications/Presentations/PatentsUnique Peer-reviewed publications accepted Total #Peer-reviewed publications/faculty member Ave #/facultyUnique Peer Reviewed Presentations @ professional mtgsNational or International invited presentationsExtramural Research/Scholarship FundedNIH grants funded"Other" Federal grants fundedNon-Federal grants fundedFaculty with grants funded # (%)$$ amount of NIH grants funded$$ amount of "other" Federal grants funded$$ of Non-Federal grants fundedTotal $ Amount Extramural Research/Scholarship AwardedResearch projects completed Total #Intramural Research/Scholarship Funded"Other" grants funded Total #$$ amount of "other" grants funded Total $$Research RankingAACP National Research Ranking (Total $ NIH) Oct 1 - Sept 30 Total $ NIHAACP National Research Ranking (NIH $/FTE) [Oct 1 - Sept 30] NIH $/FTE

Faculty, SOP Exec TeamAdvisory Board

AACP Rankings

Faculty Annual Performance

Evaluation

Faculty Annual Performance

Evaluation

Faculty Annual Performance

Evaluation

Performance Evaluation

Faculty SOP Exec TeamAdvisory Board

FacultySOP Executive Team

FacultySOP Executive Team

FacultySOP Executive Team

Advisory Board

Faculty Activity Report

Faculty Activity Report

Faculty Activity Report

Faculty Act. Report

AACP IR

March-April

March-April

March-April

March-April

Oct

Dept Chairs

Dept Chairs

Dept Chairs

Sr. Assoc Dean

Dept Chairs

D

D

D

Total #

Total $$

Total #

D

D

Total #

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NDSU SCHOOL OF PHARMACY PHARMD PROGRAM EVALUATION PLAN 2018-2019

SERVICE AND PRACTICE (ACPE Standard 19.3, 25.4) TIMELINE METHOD METRIC D/I* SOURCE RESPONSIBLE CLOSE THE LOOPMentoring pre/professional students in outreach activities

Faculty hours spent in mentoring activities April Perform Evals Total # D Activity Rpt Dept Chairs Faculty, SOP Leadership

Service to the ProfessionSchool of Pharmacy sponsored CPE offeringsParticipants, School of Pharmacy sponsored CPE offerings Faculty serving on professional organization/society committeeFaculty serving in a leadership role in professional organization/societyInvited podium presentations or chairing a professional meetingof consultanciesJournals served by faculty as reviewersService to the PublicUndergraduate summer internship programs offered (e.g. Mississippi Valley State University, Northern Arizona University STEM program) Community outreach programs/presentations (e.g. Expanding Your Horizons, Science Fair, Big Iron, Public Health Posters, Other presentations)NDSU podium presentationsService to PatientsCollaborative Practice Agreements held by facultyPatients receiving MTM/direct patient carePatients screened @ Big Iron, Homeless, or other outreachPatients served by NDSU FHC Pharmacy annuallyPrescriptions filled by NDSU FHC Pharmacy annual

Faculty Act. Report

Dept Chairs

FacultySOP Leadership TeamSOP Executive Team

Advisory Board

Faculty Activity Report

Dept Chairs

FacultySOP Leadership TeamSOP Executive Team

Advisory Board

FacultySOP Leadership TeamSOP Executive Team

Advisory Board

Faculty Annual Performance

Evaluation

Faculty Annual Performance

EvaluationDept Chairs

Faculty Activity Report

April

D

D

March-April

April

Total #

# (%)

Total #

Total #Faculty Annual Performance

Evaluation

Total # D

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