1. education
2. alumni and reunions

Table of Contents
I.
THE COLLEGE ORGANIZATION AND GOVERNANCE................................................................................ 4
A. Mission, Vision, Values, and Goals................................................................................................... 4
B. Bylaws of the Faculty ....................................................................................................................... 6
C. Administrative Structure................................................................................................................ 10
D. Academic Structure........................................................................................................................ 13
E. Council and Committees Advisory to the Dean ............................................................................. 14
F. Committees Advisory to the Faculty .............................................................................................. 17
G. External Advisory Committees....................................................................................................... 19
H. Organizational Chart ...................................................................................................................... 21
II. FACULTY POLICIES AND PROCEDURES ................................................................................................. 22
A. Faculty Orientation Policy .............................................................................................................. 22
B. Appointment and Promotion Policies ............................................................................................ 24
C. Promotion Evaluation Criteria ....................................................................................................... 26
D. Procedures for Promotion ............................................................................................................. 31
E. Termination of Faculty Appointment ............................................................................................ 33
F. Faculty Evaluations ........................................................................................................................ 34
G. Faculty Participation in Externally Funded Activities ..................................................................... 36
H. Faculty Development Program ...................................................................................................... 36
I.
Faculty Mentoring Program ........................................................................................................... 40
J.
Faculty Vacation, Sick Leave and Travel Policy .............................................................................. 44
K. Conflict of Interest Policy ............................................................................................................... 47
L. Faculty Grievance Policy ................................................................................................................ 52
III. FACULTY DUTIES AND RESPONSIBILITIES ............................................................................................. 58
A. Academic Freedom ........................................................................................................................ 58
B. Teaching ......................................................................................................................................... 58
C. Research and Scholarship .............................................................................................................. 59
D. Service ............................................................................................................................................ 59
E. Student Advising ............................................................................................................................ 59
F. Faculty Time Allotment .................................................................................................................. 60
G. Statement on Professional Ethics .................................................................................................. 61
IV. ACADEMIC POLICIES AND PROCEDURES .............................................................................................. 64
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A. Calendar and Scheduling Classes ................................................................................................... 64
B. Curriculum Structure and Delivery ................................................................................................ 64
C. Submission of New Courses Approval or Course Changes ............................................................ 64
D. Examinations and Grading ............................................................................................................. 65
E. Make-up Exams.............................................................................................................................. 66
F. Course Director Responsibilities .................................................................................................... 66
G. Responsibilities of the Course Faculty ........................................................................................... 69
H. Honor Code .................................................................................................................................... 70
I.
Personal Accountability and Expectations ..................................................................................... 71
J.
Personal Accountability and Expectations ..................................................................................... 72
K. Violations of the Honor Code ........................................................................................................ 72
J.
Academic Progression Policy ......................................................................................................... 76
K. Academic Appeal ........................................................................................................................... 80
L. Student Evaluation of Courses and Instructors ............................................................................. 80
APPENDIX A: DESCRIPTION OF COMMITTEE RESPONSIBILITIES ................................................................. 82
APPENDIX B: PROMOTION CHECKLISTS ..................................................................................................... 85
APPENDIX C: PEER EVALUATION FORMS ................................................................................................... 88
APPENDIX D: MENTEE PROGRESS REPORT .............................................................................................. 100
APPENDIX E: EVALUATION OF MENTORING PROGRAM .......................................................................... 104
APPENDIX F: Honor Code Violation Report Form .................................................................................... 105
APPENDIX G: STUDENT EVALUATION OF COURSES AND FACULTY ......................................................... 107
APPENDIX H: FOCUS GROUP OPERATING GUIDELINES ........................................................................... 115
APPENDIX I: FACULTY INFORMAL GRIEVANCE FORM (STAGE 1) ............................................................. 116
APPENDIX J: COLLEGE FORMAL GRIEVANCE FORM (STAGES 2 AND 3) .................................................... 119
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I. THE COLLEGE ORGANIZATION AND GOVERNANCE
A.
Mission, Vision, Values, and Goals
Mission
To teach, to explore, to serve, and to transform pharmacy into a primary care profession.
Vision
To improve the access, delivery, and outcomes of primary care in Central California.
Values
1. Dedicated to creating positive changes in pharmacy practice.
2. Devoted to competent, compassionate patient care.
3. Focused on creating an educational environment that engages students in self-directed
learning and problem solving.
4. Determined to advance pharmacy education, research and scholarship through
innovation and critical inquiry.
5. Dedicated to continuous professional development of faculty and staff.
6. Committed to closing the assessment loop to ensure continuous quality improvement of
CHSU.
7. Committed to promoting health and wellness and preventing disease.
8. Devoted to maintaining an environment that respects and appreciates diversity.
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Goals
1. To develop and maintain an academic program that is strong in pharmaceutical,
biomedical, clinical, and administrative sciences and engages students in critical
thinking, ethical reasoning, problem-solving, and professional communications.
2. To educate and train students to work in collaboration with patients, physicians and
other health care professionals in the provision of primary care and to improve patient
care outcomes.
3. To develop in students the knowledge, skills, attitudes, and values needed to practice
pharmacy competently and to engage in continuing professional development.
4. To mentor students in academic progression, professionalism, leadership development,
and pharmacy innovation and research.
5. To create a programmatic evaluation assessment and plan that continues to improve
the curriculum, student learning, and teaching, research, scholarship, and service.
6. To contribute to the knowledge and advancement of pharmacy through research,
scholarship, and innovative ideas.
7. To promote and support community engagement and continuing faculty and staff
development.
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B.
Bylaws of the Faculty
Article I – Name and Scope
The name of the body constituted in this document shall be the Faculty of the California Health
Sciences University (hereafter referred to as CHSU) College of Pharmacy.
Article II – Membership
(1)
The voting membership of the Faculty of the College of Pharmacy (hereinafter referred to
as the “Faculty”) shall consist of all full-time faculty holding appointments in the ranks of
Professor, Associate Professor, Assistant Professor and Instructor.
(2)
The Dean may designate persons not included in the foregoing paragraph who shall have
the privilege of attendance and discussion at Faculty meetings, but not the privilege of
voting.
Article III – Officers
(1)
The Dean shall be the presiding officer of the Faculty, and in his absence the Dean’s
designee shall preside.
(2)
The Executive Assistant to the Dean shall serve as the Secretary for the Faculty and shall
keep accurate records of all meetings and actions of the Faculty. Upon Faculty direction,
the Secretary shall transmit in writing all motions passed or actions taken to the persons
or bodies concerned. The Secretary shall also provide a copy of all approved Faculty
Minutes to the Faculty and the President. The Secretary is a non-voting member of the
organization.
(3)
The Dean annually shall appoint a Parliamentarian. The Parliamentarian will give advice
to the Presiding Officer of the Faculty concerning proper proceedings in accordance with
Robert’s Rules of Order.
Article IV– Duties and Responsibilities
(1)
The Faculty shall have jurisdiction over matters concerning curriculum, admission
requirements, and graduation requirements of the college of pharmacy. The Dean will
implement the decision of the Faculty in these matters.
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(2)
The Faculty shall consider any matter referred to it by the President, Dean, President’s
Executive Council, or any member or members jointly of the Faculty.
(3)
The Faculty may, by 2/3 majority vote, make recommendations to the Dean or other
appropriate individuals.
(4)
The Faculty shall conduct an election every two years during the month of March for the
AACP faculty delegate. The delegate shall attend the Annual AACP meeting for two years
following the election. Those eligible for election shall include all faculty members who
are members of AACP. The nominees alternate between the two departments.
Article V – Shared Governance
(1)
The Faculty Council will participate in shared governance in matters that affect the
institution’s academic operations of teaching, scholarship, and service. The Faculty
Council will also have an advisory role in other matters concerning the mission, vision,
welfare, and performance of the institution. The Faculty Council serves as a
representative voice for the faculty.
(2)
“Shared governance” as applied to the College community in general is defined as the
process of the council, committee, or person responsible for making a decision obtaining
input and feedback when appropriate from various other constituencies of the College
community, so that an informed decision can be made; shared governance does not
necessarily mean that a particular constituency is part of the actual decision making
process.
(3)
The Faculty Council’s role in shared governance will be to review academic and faculty
policies, procedures, and regulations, and seek consensus, provide input, or recommend
actions regarding these issues as they affect the faculty in areas including, but not limited
to:
a.
b.
c.
d.
e.
f.
Curriculum
Information technology
Faculty staffing and development
Promotion
Admissions
Resource allocation
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Article VI– Meeting and Procedures
(1)
The Faculty shall meet regularly on a date and at a time designated by the Dean. Special
meetings may be called by the Dean or by written request of at least three members of
the Faculty.
(2)
Attendance at Faculty meetings is a responsibility of the Faculty. Faculty members are
expected to attend all meetings unless prior approval is obtained from the Department
Chair.
(3)
Written notice shall be emailed to each Faculty member 10 days in advance of any
meeting when there are issues requiring a faculty vote.
(4)
The order of business at each regular meeting shall be:
a. Call to Order
b. Approval of Minutes of Last Meeting
c. Dean’s Report
d. Reports of Committees
e. Old Business
f. New Business
g. Announcements
h. Adjournment
(5)
Normally, new business intended for discussion by the Faculty at a regular meeting shall
be presented in writing to the secretary at least 7 days in advance of the regular meeting.
Members of the Faculty shall have the right to present proposals from the floor at any
time. Routine proposals presented from the floor may be considered at that time.
However, the voting consideration of proposals of a substantive nature may be deferred
by the presiding officer to allow appropriate consideration and review by the faculty.
(6)
A majority of the voting Faculty shall constitute a quorum. (“Majority” is defined as 51%
of the voting Faculty.)
(7)
At all meetings of the Faculty, voting shall be by voice, by show of hands, or by secret
ballot, as decided by the presiding officer. It shall be in order, however, to move for vote
by secret ballot. A motion shall be carried by a majority of the voting members present
and voting.
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Proxy voting may be allowed on specific motions if that proxy is submitted to the Dean in
writing in advance of the meeting at which it is to be considered. Any subsequent
amendments to the original motion shall automatically invalidate the proxy vote.
(8)
Except where otherwise provided in these Bylaws, Robert’s Rules of Order shall be
followed.
Article VII – Committee Structure
Pharmacy Faculty members are involved in the policy and decision-making processes within the
College by their participation in Faculty meetings and on Committees. The College of Pharmacy
has several Standing Committees.
Standing committees of the Faculty are appointed by the Dean based on faculty requests and
advice of the Dean’s Executive Committee. Committees are comprised of faculty and appropriate
students, alumni, and preceptors and are appointed for term as indicated under the description
of each committee. These committees initiate recommendations and receive matters referred
to them by the Dean, Faculty, and the College of Pharmacy Faculty Council for study and
recommendation.
Committees report to the Faculty when necessary or when directed to do so by the Dean. The
Committees that are advisory to the Dean include Admissions Committee, Promotion
Committee, Dean’s Executive Committee, Scholarship Committee, and Student Affairs
Committee. Committees that are advisory to the Faculty include Assessment Committee,
Curriculum Committee, Academic Performance and Standards Committee, Pharmacy
Professionalism Committee, the Awards Committee, Continuing Education Committee, and the
Education Resources Committee.
A description of committee responsibilities is given in Appendix A. Committee responsibilities
may be amended upon recommendation of the faculty with the approval of the Dean and
President.
Article VIII – Amendment or Repeal of Bylaws
A motion for a change or repeal of any of the Bylaws, along with appropriate explanation of the
reason for the change, shall be distributed in writing to each voting member of the faculty, no
less than two weeks prior to a scheduled faculty meeting at which the change is to be discussed
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and/or voted on. For the motion to pass, it must carry a two-thirds (2/3) majority vote of the
voting members.
Bylaws approved by the faculty on November 27, 2013
C.
Administrative Structure
The administrative officers of the California Health Sciences University College of Pharmacy
include the Dean, Associate Dean for Academic Affairs and Assessment, Director of Experiential
Education, Chair of Clinical and Administrative Sciences, and Chair of Pharmaceutical and
Biomedical Sciences.
Dean of Pharmacy
The Dean of Pharmacy is the chief administrative and academic officer of the College and has the
responsibility for creating and sustaining an environment of academic excellence while providing
leadership for the overall academic operations of the College. The Dean reports to the President
concerning matters related to the administration and operation of the College.
Associate Dean for Academic Affairs and Assessment
The Associate Dean for Academic Affairs and Assessment reports directly to the Dean, is the
second ranking academic officer of the College, and is responsible for all academic and
assessment matters. During the absence of the Dean, the Associate Dean for Academic Affairs
and Assessment assumes leadership of the College. The Associate Dean for Academic Affairs and
Assessment coordinates the academic activities of the Curriculum Committee including
preparation of the academic calendar and course scheduling and the assessment activities of the
assessment committee. The Associate Dean of Academic Affairs and Assessment advises
students on all matters of academic policy and procedures.
Associate Dean for Professional Development
The Associate Dean for Professional Development will report directly to the Dean and is
responsible for establishing and promoting school-wide faculty development and mentoring
programs; developing and implementing IRB policies and procedures; coordinating grants and
contracts through the Santé Health Research Foundation; assisting faculty in the Clinical and
Administrative Sciences Department with developing research initiatives, writing and submitting
grants and contracts, and establishing research collaborations with faculty from other
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universities and non-academic entities; and coordinating the interprofessional education
program of the college.
Director of Library and Learning Resources
The Director of the Library and Learning Resources has overall responsibility for developing and
administering the collection of print and electronic resource materials as well as the instructional
and educational support needed for the educational requirements of the pharmacy program.
This position reports directly to the Associate Dean for Academic Affairs and Assessment while
supervising the work of the library assistant and any others assigned to the Library and the
Learning Resources area.
Director of Information Technology
The Director of Information Technology reports to the Chief Financial Officer. The responsibilities
of the Director of Information Technology are to design, configure, install, maintain, and repair
network systems, subsystems and servers; oversee the server room operation and environment;
provide information, direction and/or recommendations regarding network installations and
configurations including telephone and wireless systems; resolves network operational issues;
and provides technical support to administrators, staff and students.
Director of Student Affairs
The Director of Student Affairs reports to the Vice President for Student Affairs and Development
coordinates academic advising, tutoring services, student activities, student government,
recruitment, professional organizations, and other student-related services.
Director of Admissions
The Director of Admissions reports to the Dean and is responsible for receiving and filing
applications and all application-related documents and for managing the students’ admissions
process and recruitment activities. The Director will provide administrative assistance to the
admissions committee and serve as the recording secretary during all committee meetings.
Director of Experiential Education
The Director of Experiential Education reports to the Chair of Clinical and Administrative Sciences
and is responsible for the selection and evaluation of Introductory Pharmacy Practice Experience
(IPPE) and Advanced Pharmacy Practice Experience (APPE) sites. The Director of Experiential
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Education is also responsible for scheduling IPPE and APPE rotations and evaluating both
students and preceptors. In addition, the Director of Experiential Education shall provide training
and continuing development of IPPE and APPE preceptors.
Assistant Director of Experiential Education
The Assistant Director of Experiential Education reports directly to the Director of Experiential
Education. The Assistant Director of Experiential Education has the responsibility of overseeing
the introductory experiential education program by working closely with preceptors and faculty
members located at various sites throughout California. The Assistant Director of Experiential
Education monitors students and their progress at IPPE practice sites, carries out the assessment
of introductory experiential programs, assists the Director with ongoing preceptor training,
proposes program improvements, and develops new practice sites in conjunction with
preceptors and the Director of Experiential Education. The Assistant Director of Experiential
Education also participates in the supervision of the staff member who coordinates introductory
pharmacy practice experiences.
Chair of Clinical and Administrative Sciences
The Chair of Clinical and Administrative Sciences is responsible for management of faculty
assigned to the department, following the mission statement of the department, and managing
the departmental budget. Additional responsibilities include but are not limited to faculty
development; recruitment of full-time faculty and recommendation of all adjunct
appointments; recommendation of faculty to serve on committees; assignment of teaching,
research and service responsibilities for faculty; approval of all courses and syllabi offered by
the department prior to curriculum committee approval; evaluation of faculty teaching using
peer and student evaluations; recommendation of faculty for promotion; preparing an annual
report for the department.
Chair of Pharmaceutical and Biomedical Sciences
The Chair of Pharmaceutical and Biomedical Sciences is responsible for management of faculty
assigned to the department, following the mission statement of the department, and managing
the departmental budget. Additional responsibilities include but are not limited to faculty
development; recruitment of full-time faculty and recommendation of all adjunct
appointments; recommendation of faculty to serve on committees; assignment of teaching,
research and service responsibilities for faculty; approval of all courses and syllabi offered by
the department prior to curriculum committee approval; evaluation of faculty teaching using
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peer and student evaluations; recommendation of faculty for promotion; preparing an annual
report for the department.
Director of Research
The Director of Research reports to the Dean and is responsible for managing the research
endeavors of the faculty of the college of pharmacy. The director is responsible for developing
and overseeing the budget required for implementing the research efforts of the faculty. The
director is also responsible for maintaining a file of sources of potential grant monies, maintaining
current approvals to conduct research, and for applying for external funds to support ongoing
research efforts.
D.
Academic Structure
The faculty of the College of Pharmacy is organized into two academic departments: Department
of Clinical and Administrative Sciences and the Department of Pharmaceutical and Biomedical
Sciences.
Department of Clinical and Administrative Sciences
The Department of Clinical and Administrative Sciences is responsible for providing courses in
the principles of pharmacy practice, biostatistics and epidemiology, evidence-based medicine,
administrative sciences, and patient care. The department also offers both didactic and
laboratory instruction in therapeutics, clinical assessment, professional communications, and
patient self-care. Introductory and advanced pharmacy practice experiences focus on developing
competencies in the provision of patient care, managing and using pharmacy and health care
resources, and promoting health improvement, wellness, and disease prevention.
Department of Pharmaceutical and Biomedical Sciences
The Department of Pharmaceutical and Biomedical Sciences is responsible for providing
foundational courses in medicinal chemistry, biochemistry and cell biology, immunology,
pharmaceutics, pharmacokinetics, pharmacology, and pathophysiology. Pharmacology and
pathophysiology are offered in an organ system, integrated course sequence. Laboratory
instruction is provided in the pharmaceutical science courses to develop competency in
pharmacy calculations, compounding, and clinical pharmacokinetics.
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E.
Council and Committees Advisory to the Dean
Faculty Council
The Faculty Council participates in shared governance in matters that affect the institution’s
academic operations of teaching, scholarship, and service. The Faculty Council will also have an
advisory role in other matters concerning the mission, welfare, and performance of the
institution. The Faculty Council also serves as a voice for the faculty.
The Council will review academic and faculty policies, procedures, and regulations and seek
consensus, provide input, or recommend actions regarding issues as they affect the faculty in a
variety of areas, including:
a.
b.
c.
d.
e.
f.
Curriculum
Information technology
Faculty staffing and development
Promotion
Admissions
Resource allocation
The Council shall conduct an election annually at the March faculty meeting for the AACP faculty
delegate. The delegate shall attend the Annual AACP meeting as the College’s representative the
year following the election. Those eligible for election shall include all faculty members who are
members of AACP. The nominees shall be from the Department of Clinical and Administrative
Sciences in even years and from the Department of Pharmaceutical and Biomedical Sciences in
odd years.
The Faculty Council consists of five members of the voting faculty. Two members are elected
from each department with one member elected from the faculty-at-large. Faculty members
holding an administrative appointment (i.e., Assistant or Associate Dean, Department Chairs, and
Directors) are ineligible to serve as members of the Council. With the exception of the first year,
one member from each department is elected annually to a term of two years by a majority vote
within their department. The at-large member also serves a two year term. Election of the
members of the Faculty Council is conducted in April of each year, with elected members taking
office at the start of the Fall Semester. Members of the council will serve at the pleasure of the
faculty and will be subject to recall upon a two-thirds vote of the faculty. If a member of the
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Council resigns from the College or is otherwise unable to fulfill his or her term, the appropriate
faculty group will elect someone to fill the unexpired term of the vacated seat.
The members of the Council elect the Chair annually. The Chair presides at meetings of the
Council and performs all duties incident to the office of Chair. The members of the Council also
elect the Secretary from its membership annually. The Secretary keeps minutes of each meeting
and distributes copies of the minutes to each member of the Committee and, as appropriate, to
the faculty and administration.
The Council meets on a regular basis throughout the year. The President or Dean, or a majority
of the members of the Council may make requests for special meetings. Such requests are made
in writing at least 3 working days in advance of the meeting. At least two-thirds of the Council
members must be present for the Council to meet and act upon matters before it.
Promotion Committee
The Promotion Committee acts in a peer review capacity to advise the Dean of faculty matters
concerning academic promotion. The Committee evaluates and makes recommendations on
College of Pharmacy candidates for promotion according to the guidelines and standards
established by the College of Pharmacy.
The Committee is comprised of faculty members in the College of Pharmacy at the rank of
Associate Professor or Full Professor. Department Chairs may not serve on the Promotion
Committee. Members of the Committee shall only participate in the review of faculty promotions
at a level equal to or lower than their individual rank. The Chair of the Committee shall be elected
by the Committee for a term of two years.
Admissions Committee
The Admissions Committee is responsible for conducting an ongoing review of admissions
policies and procedures, evaluating qualified applicants, and making admission decisions.
Membership of the Committee includes representatives of the faculty and student body.
Appointments are made by the Dean in consultation with department chairs. The Dean shall
appoint the Committee Chair and Vice-Chair. The Director of Admissions shall serve ex officio
member of the Admissions Committee. The Dean’s Executive Assistant shall serve as the
15
recording secretary for the Committee and maintain accurate records of the actions and
decisions of the Committee.
The Chair is responsible for the accuracy and timely distribution of Committee minutes. Once
approved by the Committee, the official minutes shall be retained in the Office of Student Affairs
and Admissions. Copies will also be sent to the Dean for informational purposes. The Chair will
provide a summary of the minutes during the next general faculty meeting.
Executive Committee
The Executive Committee is a decision-making body and is responsible for advising the Dean on
all administrative and academic matters affecting the College of Pharmacy.
The Committee consists of the Dean of the College who serves as Chair, Associate Deans,
Department Chairs, and the Chair of the Faculty Council.
Copies of the minutes are distributed to all committee members. The Chair of the Faculty Council
is responsible for sharing Executive Committee decisions with the faculty and for soliciting faculty
issues and input.
Student Affairs Committee
The Student Affairs Committee coordinates the activities of the various student organizations
and individual classes.
The Committee is responsible for maintaining a Student Activities
Calendar which shall be posted on the College of Pharmacy website, student bulletin boards, and
in the Learning Management System.
Membership of the Committee shall include the Director of Student Affairs, faculty advisors of
student organizations, President of the Student Government Association, and one student
elected from each class.
The Committee will meet as often as necessary. Copies of the minutes of each meeting will be
provided to the Vice President for Student Affairs and Development and to the Dean. The
proceedings of each meeting will be reported at the next regular faculty meeting.
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F.
Committees Advisory to the Faculty
Curriculum Committee
The Curriculum Committee is charged with the responsibility of reviewing and approving all
courses, evaluating curriculum effectiveness, and recommending curricular changes when
appropriate The functions of the Committee are to initiate and act upon items from within or
outside its own membership and consider and bring to the faculty for approval recommendations
concerning curriculum, course content revisions, course designations, course prerequisites,
college requirements for pre-professional curricula, and changes and requirements for
professional degrees. After faculty approval of curricular changes, final endorsement is given by
the Dean of the College of Pharmacy.
Membership includes faculty representatives from each department, a student member from
each class, and one or two preceptors. The Dean appoints the Chair and Vice-Chair of the
Committee and the members of the Committee annually. The Associate Dean for Academic
Affairs and Assessment serves as ex officio member of the Committee.
Assessment Committee
The Assessment Committee is responsible for assessing patterns of student and alumnae
performance on a range of educational outcomes with the goal of gathering information for
programmatic improvements. Membership consists of the Associate Dean for Academic Affairs
and Assessment, a representative from the Office of Experiential Education, Office of Student
Affairs, academic departments, one or more students and alumni. The Dean appoints the Chair
and Vice-Chair of the Committee and the members of the Committee annually.
Academic Performance and Standards Committee
The Committee on Academic Performance and Standards is empowered to act for the faculty
regarding requests for readmission to the College of Pharmacy following academic dismissal and
consideration of grade appeals. The Committee advises the faculty regarding academic
regulations of the College of Pharmacy.
Membership includes at least one representative from the Department of Clinical and
Administrative Sciences and Department of Pharmaceutical and Biomedical Sciences. The Dean
appoints the Chair and Vice-Chair of the Committee and the members of the committee annually.
17
Awards Committee
The Awards Committee is responsible for recommending recipients for awards based on scholarly
activities or other special requirements.
The Committee consists of at least one representative from the Department of Clinical and
Administrative Sciences and Department of Pharmaceutical and Biomedical Sciences, and the
Director of Student Affairs. The Dean appoints the Chair and Vice-Chair of the Committee and
the members of the committee annually.
Education Resources Committee
The Education Resources Committee is advisory to the faculty and serves as a forum for faculty
input in the areas of drug information, information technology, educational media, and library
services. This Committee assures the service areas above support the College of Pharmacy’s
academic and research programs.
Membership of the Committee includes one representative from each of the departments, a
representative from the Library and Learning Resource Center, Director of IT, and a student form
each class. The Dean appoints the Chair and Vice-Chair of the Committee and the members of
the Committee annually.
Continuing Education Committee (To be added)
The Continuing Education Committee assists the Director of Continuing Education in planning
and implementing continuing education programs sponsored or cosponsored by the College of
Pharmacy. All continuing education activities, including certificate programs, are coordinated
through this Committee. The Committee is responsible for assisting the Director in maintaining
the approved provider status of the College of Pharmacy by the Accreditation Council for
Pharmacy Education.
Membership of this committee includes at least one faculty member from each academic
department, the Director of Continuing Education, an alumni member, and a pharmacy
resident/graduate student. The Dean appoints the Chair and Vice-Chair of the Committee and
the members of the Committee annually.
18
Pharmacy Professionalism Committee
The Pharmacy Professionalism Committee is responsible for monitoring and developing policies
and strategies to ensure and enhance student professionalism. It also handles disciplinary
matters regarding the non-academic judicial procedures as described in the Code of Professional
Conduct. Membership consists of representatives from each department, and a student from
each class. The Dean appoints the Chair and Vice-Chair of the Committee and the members of
the Committee annually.
Environmental Health and Safety Committee
In order to encourage respect, excellence, collaboration, integrity, and innovation, CHSU has
established the Environmental Health and Safety (EHS) Committee as part of its culture of
safety. The responsibility of the EHS Committee is to develop, implement and monitor the
University’s health and safety program. Typical duties of Committee members include (a)
workplace self-inspections; (b) accident investigations; (c) developing safe work practices; (d)
developing written safety programs and policies; and (e) facilitating ongoing safety training for
students, faculty and staff.
Membership of the committee includes two faculty members and the Director of Operations.
G.
External Advisory Committees
Dean’s Advisory Board
The Dean’s Advisory Board provides advice and counsel to the Dean and is composed of members
of the pharmaceutical industry, pharmacy practice, pharmacy associations, academic pharmacy,
and the private business community.
The Board members meet in the fall and spring each year. The meetings include a report of
activities of the College of Pharmacy. Board members are given an opportunity to provide input
regarding various issues facing the College.
Experiential Education Advisory Board
The Experiential Education Advisory Board provides advice and counsel to the Director of
Experiential Education and is composed of members of the pharmaceutical industry, pharmacy
practice, pharmacy associations, academic pharmacy, and the private business community.
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The Board members meet in the fall and spring each year. The meetings include a report of
activities of the experiential education program. Board members are given an opportunity to
provide input regarding various issues facing the Department of Experiential Education.
20
H.
Organizational Chart
21
II.
FACULTY POLICIES AND PROCEDURES
A.
Faculty Orientation Policy
The Faculty Orientation Policy should serve as a guide to the Department Chair and others in the
orientation of new faculty. The policy should help standardize the orientation process.
Responsibilities of Operations Manager:
1. Discuss faculty benefits and provide a copy of the Employee Benefits Handbook.
2. Receive signatures for all payroll, insurance forms, etc.
3. Provide OSHA training if applicable.
Responsibilities of Department Chair:
1. Tour the campus and make the appropriate introductions. Provide a list of all faculty,
staff, and administrative personnel.
2. Provide a copy of the Faculty Handbook
3. Acquaint the faculty member with his/her responsibilities for teaching, research or
scholarship, and service.
4. Discuss College of Pharmacy Policies:
a. Office hours are generally 8 am – 5:00 pm, Monday through Friday.
b. Vacation/Travel leave/Sick leave
c. Discuss College and University organizational structure
d. Promotion. Expectations of the Department Chair should be discussed. An
appointment may be made with the Promotion Chair.
e. Responsibilities for attending College and University functions. (i.e. Faculty
Retreat, Graduation, Faculty Meetings)
22
f. Responsibilities for committees (provide a list of all committees).
g. Procedure for submitting/changing courses
5. If the faculty member is appointed at the Instructor or Assistant Professor rank, assign a
senior faculty member to serve as mentor. The junior faculty member may later select
another mentor compatible with their area of expertise and research interest.
6. Outline the procedure for solicitation and establishment of grants. Discuss the policy on
faculty participation on externally funded activities and the policy on Conflict of
Interest/Commitment.
7. Provide a copy of the Student Handbook. Direct the faculty member to make an
appointment with the Director of Student Affairs to discuss the Honor Code, the Student
Grievance Process, and any other pertinent student policies.
8. Arrange with Registrar to discuss the process for obtaining class roles and submitting
grades.
9. Orient the faculty member to the classrooms and arrange with media to discuss the
audiovisual set up. Discuss peer review of teaching and audiotaping.
10. Provide copies of reading materials on active learning, the scholarship of teaching, and
the health sciences professions.
11. Direct faculty member to make an appointment with the Associate Dean for Academic
Affairs and Assessment to discuss the school’s mission, vision, values, and strategic plan.
12. Discuss with the Chair of Pharmaceutical and Biomedical Sciences OSHA Guidelines and
the use of radioisotopes in conducting biomedical research.
Responsibilities of Departmental Administrative Assistant:
1. Obtain the necessary office supplies, furniture, equipment, etc. for the faculty member.
Provide him/her with copy of the College Catalog.
2. Arrange with the operations manager to obtain keys.
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3. Orient the new faculty member to the following:
a. Telephone.
b. Demonstrate E-mail, Internet
c. Department copier/copy center
d. Set up an appointment with the Director of Library and Learning Resource to
review holdings and electronic resources.
e. Discuss administrative assistant support and priorities.
f. Discuss ordering of supplies, equipment, etc.
g. Discuss procedures for reserving conference rooms/classrooms.
B.
Appointment and Promotion Policies
Only the Dean has the authority to appoint someone to a College of Pharmacy administrative,
faculty, or staff position. This is done subsequent to the approval of the President and Board of
Trustees. The rank at which a faculty member is appointed by the Dean is recommended by the
Promotion Committee and is based on the credentials and experience of the candidate. These
credentials and experience should be consistent with the definitions and descriptions for the
academic ranks noted below. At the time of the initial appointment, a one-year contract will be
awarded. Thereafter, the contract will be renewed for a multi-year extension based on merit.
The promotion policy of the College of Pharmacy is established to assist the faculty in professional
development and promotion. The policy provides definitions, performance, procedures, and
general evaluation criteria from which an evaluation can be performed by a multi-disciplinary
group of peers.
This document is divided into four sections: 1) Definition of Rank; 2) Performance Levels; 3)
Evaluation Criteria; and 4) Procedures for Promotion.
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1.
Definition of Rank
The definition of rank describes the minimum performance levels (Good, Excellent,
Distinguished) required for advancement to individual ranks. The definition also includes
the length of time required for individual faculty to be in rank before promotion will be
considered.
A.
Instructor
The rank of instructor should be used for faculty who do not possess the terminal
degree in their discipline. This rank may also be used for the faculty member who
possesses the terminal degree in his or her field but has limited post-graduate
experience.
B.
Assistant Professor
For promotion or appointment to the rank of Assistant Professor, a faculty
member should possess the terminal degree and show promise in his or her
discipline. The requirement of a terminal degree may be waived for faculty
members with documented accomplishments in teaching, research, and/or
service. Promotion from Instructor to Assistant Professor requires attainment of
a minimum performance level of “Good” in each of the three categories: teaching,
scholarship, and service.
C.
Associate Professor
For promotion or appointment to the rank of Associate Professor, a faculty
member must meet the criteria for the rank of Assistant Professor and attain
minimum performance levels of two “Excellent” and one “Good”. Consideration
for promotion will also be given to those individuals who achieve performance
levels of one Distinguished and two Good. Application for promotion will be
considered only after completion of the fifth year as an Assistant Professor. Earlier
application may only be considered in exceptional cases.
D.
Professor
The rank of Professor is among the highest honors that the University can bestow
upon a faculty member. Therefore, it should be granted only to faculty who has
distinguished themselves in their respective disciplines. For promotion or
appointment to the rank of Professor, the faculty member must meet the criteria
for the rank of Associate Professor and must achieve minimum performance levels
of one Distinguished, one Excellent, and one Good. Application for promotion
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may be considered only after completion of the fifth year as an Associate
Professor at CHSU. Earlier application may only be considered in exceptional
cases.
2.
Performance Levels
Performance levels are categorized as Adequate, Good, Excellent, and Distinguished and
reflect faculty accomplishments for individual activities or functions. Three categories
(Good, Excellent, and Distinguished) are required for promotion.
Adequate
Adequate is defined as the minimum expected performance in all assigned
activities.
Good
This rating is characterized by a sustained ABOVE ADEQUATE performance.
Excellent
This rating is characterized by a sustained performance beyond that which meets
the requirements for GOOD and leading to recognition within or beyond the
University.
Distinguished
This rating is characterized by a sustained performance beyond that which meets
the requirements for EXCELLENT and leading to recognition beyond the
University.
C.
Promotion Evaluation Criteria
The evaluation criteria provide levels of performance indicative of achievement for
promotion. The evaluation criteria are general guidelines and apply to full-time faculty in
all disciplines. The criteria are examples of achievements in certain activities or functions.
They are not listed in order of significance and are not all-inclusive. Achievement within
each activity will be evaluated both quantitatively and qualitatively. Since quantitative
measurement of goals and objectives sometimes defy clear-cut measurement,
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consideration will be given to goals and objectives outlined in the candidate’s goals and
objectives.
1.
Teaching
Definition
Teaching refers to both classroom teaching and/or instruction in non-classroom
situations such as laboratory courses and clinical settings. Teaching also includes pursuing
development activities to improve teaching skills, advising and supervising professional
and graduate students in research projects, providing continuing education lectures,
publications and presentations concerning instructional techniques or curriculum
development, and development of teaching materials and new instructional methods.
The faculty member must demonstrate satisfactory didactic and/or experiential teaching
as indicated by student and peer evaluations.
Evaluation Criteria:
 Peer evaluations of teaching
 Student evaluations of teaching
 Development of course learning outcomes and rubrics and evidence of assessing
student learning
 Teaching Philosophy
 Self-reflections on teaching
 Professional and graduate courses taught by the faculty member for the evaluation
period
 Team taught courses for which faculty serves as Course Director
 Practice experiences on which faculty precepted students
 Graduate students, residents, or fellows supervised by faculty
 Research associates, visiting scholars, technicians directed
 Students supervised in special projects classes
 Continuing education presentations (submit title, date, audience, sponsor)
 Presentations to community groups
 New courses/practice experiences developed
 New lecture series developed
 New instructional techniques and laboratory methods instituted in a class
(documentation of changes must be supplied by faculty along with analysis of effect
of change)
 Evidence that contributions to teaching are being adopted or are affecting teaching
programs at other institutions
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2.
Evidence of impact on the professional careers of former students as assessed by
alumni surveys
Evidence of impact on the colleagues and junior faculty as assessed by annual
evaluation
Evidence of activities undertaken to improve teaching skills
Publications or presentations on new courses, instructional techniques, and
laboratory methods
Teaching awards and honors received
Invitations from other institutions to participate in their teaching programs
Invitations to serve as a consultant in educational programs and methods
Grants to support instructional activities (where these can be considered an individual
faculty member's accomplishments)
Research and Scholarly Activity
Definition
Research deals in the systematic collection and analysis of information for the generation
of new knowledge. This includes innovative studies that involve laboratory, field, clinic,
library, and other sources of information. Competence and accomplishment in research
are primarily documented by publications, presentations, and acquisition of grants. The
faculty member must demonstrate the ability to conduct independent original research
and grantsmanship. Research conducted at another institution prior to receiving the
terminal degree is not considered promotion-relevant.
Evaluation Criteria:
 Publications of original research articles as a primary and/or corresponding author in
refereed journals
 Publications of original research articles as a contributing author in refereed journals
 Presentation of original research at international, national, and regional conferences
 Publications of chapters in textbooks, review articles, monographs, letters, CE
publications, newsletters
 Grants/contracts associated with research activities. Indicate whether participation
as Principal Investigator (PI), Co-investigator (Co-I), or Sub-investigator (Sub-I).
Principal Investigator (PI) - Individual who is responsible for initiating the writing and
procuring of the grant and provides the majority of the effort. Co-Investigator (Co-I) Individual who may assist the PI in writing and procuring the grant and provides a
significant part of the effort. Sub-Investigator (Sub-I) - Individual not involved in the
writing or procuring of the grant and provides a portion of the effort.
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3.
Scholarly reputation of the journals in which publication appear, including the
reputation of publishers, books and monographs
Published evaluation of research (as in book reviews, responses in print)
Evidence that research has stimulated the work of other researchers or provided new
breakthroughs in the field
Citation of research in other publications
Conference presentations
Awards received in recognition of outstanding research
Election or appointment to national or international scientific organization in
recognition of outstanding research accomplishments
Grants and contracts awarded to conduct research
Service
Definition
Service includes administrative roles such as Associate Dean for Academic Affairs and
Assessment, Director of Experiential Education, Department Chairs and Director of
Research. Membership and leadership on committees both within the University and
outside will also be evaluated. Service also includes the creation, development, and
participation in service activities locally, nationally, and internationally.
Evaluation Criteria:
 College and University Service
- Committee assignments
- Committee chair
- Special service activities
- Administrative service
- College-sponsored continuing education presentations
- Service as mentor to junior faculty
- Advisor to students
- Memberships on graduate committees (include status)
- Service to the Candidate's Profession or Discipline
- Offices held in professional societies or associations
- Committee activities in professional societies or associations
- Representing college at association meetings
- Publication reviewer, editor, etc.
- Board or specialty certification
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Professional Service in Settings Outside the College
- Committee assignments (e.g. pharmacy and therapeutics or human research
committees)
- Consulting
- Consulting that may provide opportunities for research/extramural funding
- Practice experience coordinator at site
- Clinical pharmacy service programs
- Guest lecturer in course(s) outside of the College
- Primary care clinician
- Service-oriented publications (e.g., newsletters, special publications, etc.)
- Community or non-University service
- Non-college sponsored continuing education programs
- Non-college lectures or teaching or individual consultation to lay groups in areas
relevant to areas of professional expertise
- Active membership and participation in professional organizations
- Volunteer outreach clinical activities
- Education or health care planning programs
- Service as an editor or reviewer (e.g. scientific publication, grant evaluation)
- Service on scientific review or advisory committees which are based on research
accomplishments
- Appointment to serve as a research consultant
Scholarly publications concerning service
Evidence that activities have resulted in creation or development of systems for
improvement in the practice of pharmacy and health sciences
Evidence that contributions have had important effects on the policies and programs
of the organization
Evidence that new knowledge, methods or policies derived from the service have
diffused to the organizations or committees
Honors and awards received in recognition of outstanding service contributions
Invitations from other institutions to help plan, organize, or review similar activities
Appointments to university, state, and national committees related to the service
activities
Grants and contracts received to provide service
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D.
Procedures for Promotion
The procedures for promotion outline the process by which the faculty member,
department chair, and Promotion Committee submit the appropriate documentation
including the checklists found in Appendix B. The Department Chair, the Promotion
Committee, and the Dean through independent processes will make a recommendation
for promotion for each candidate.
1. The Department Chair shall annually discuss progress toward promotion with all
department faculty members eligible for promotion.
2. The candidate shall prepare a dossier and submit it to the Chair of his/her department.
The dossier must include:
a. A letter describing the performance levels (i.e., Distinguished, Excellent, Good),
which the candidate feels have been achieved in the three areas of teaching,
research or scholarship, and service. In a summary, the candidate should justify
these achievements using the evaluation criteria.
b. Most recent curriculum vitae
c. Copies of the title page or first page (including abstract) of publications
d. Teaching philosophy and self-reflections on teaching
e. Results of student and peer evaluations of teaching. i.e., copies of original reports
f. Other documentation supporting performance levels achieved in teaching,
research, or scholarly activity, and service per the evaluation criteria
g. Promotion check-list
h. A list of five names of reviewers from outside the College. Outside reviewers must
be individuals recognized as experts in their area and working in a similar setting
as the candidate. At least three of the individuals must be academicians, with
academician defines as an individual holding an academic appointment at a
college of pharmacy or health sciences. Outside reviewers who are academicians
must hold the same academic rank or higher to which the candidate is applying.
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The candidate should contact reviewers in advance to determine their willingness
to serve.
3. The Department Chair will review the dossier and prepare a written letter of
recommendation with detailed justification to the Promotion Committee regarding
the promotion. In the letter of support written to the Promotion Committee, the
Department Chair should address the degree to which the faculty member’s goals and
objectives were met. The Department Chair shall also provide a copy of this letter to
the candidate.
4. The Department Chair shall forward this recommendation and the dossier to the
Promotion Committee, including the Promotion check-lists.
5. The Committee, upon receipt of the dossier and letter of recommendation from the
Department Chair, will provide the Dean a list of faculty members requesting
promotion. The Committee shall request letters of recommendation from three
outside reviewers. To the extent permitted by law, all outside letters of review will
be kept confidential. The Committee may request an additional outside reviewer not
from the list submitted by the candidate. The letter from the Promotion Committee
chair to the outside reviewers will state that their written comments will be held in
confidence to the extent permitted by law, and be reviewed by the members of the
Promotion Committee and the Dean of the College. To assist the outside reviewer in
evaluation of the candidate, the Promotion and Committee will forward the following
information to outside reviewers:
a. A copy of the Promotion Policy.
b. The detailed justification letter from the candidate describing the performance
levels in the areas of teaching, research or scholarship, and service, and addressing
goals and objectives.
c. The candidate’s most recent curriculum vitae.
d. Evaluation of the candidate’s peer and student evaluations of teaching, i.e., copies
of original reports.
e. Candidate’s teaching philosophy and self-reflections on teaching.
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f. Copies of the title page or first pate (including abstract) of publications.
1. Each member of the Promotion Committee should review each candidate’s dossier.
The Committee, after due deliberations, shall make a written recommendation with
detailed justification for the reasons thereof to the Dean regarding promotion of the
candidate. The Promotion Committee shall forward to the Dean, along with their
recommendation, the recommendation of the Department Chair, the
recommendations from outside reviewers, the candidate’s dossier, and completed
check-lists. The Committee shall provide copies of its recommendation to the
candidate and the Department Chair.
2. After due deliberation, the Dean shall make a decision regarding promotion of the
candidate. The Dean shall inform the candidate in writing of his/her recommendation
and the reasons thereof and send copies of this recommendation to the Department
Chair.
3. All information concerning the candidate, along with the decision of the Dean, shall
be submitted by the Dean to the President for consideration for promotion.
4. In the event a decision to deny promotion is made by the Dean, the candidate has the
right to appeal this decision to the President.
5. The candidate may withdraw his/her name from consideration for promotion at any
point in the process by notifying the appropriate individual(s) in writing.
6. The candidate will have to wait a minimum 12 months before reapplying for
promotion.
E.
Termination of Faculty Appointment
Termination of a faculty member before the end of the appointment term may be initiated by
the faculty member or by the institution for adequate cause.
Faculty members are expected to give sufficient notice of their intentions to terminate their
appointment so as not to interrupt student learning or negatively impact the operations of the
college.
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F.
Faculty Evaluations
At the beginning of each academic year, each faculty member is expected to develop specific
goals for the academic year. These goals should be related to stated goals and current objectives
of the College of Pharmacy and are considered in determining salary and promotion. Each faculty
member will discuss and document achievement of goals for the previous academic year, as well
as projected goals for the current academic year in an evaluation conference with the
Department Chair during the Fall Semester. Faculty evaluations will also be tied to student
learning outcomes linked to a course(s) for which the faculty member serves as the course
director or has a major role in teaching the course.
Peer Review of Teaching
Purpose
The purpose of the peer review of teaching is to assist the individual faculty member in identifying
strengths and weaknesses in teaching in an environment that is supportive and constructive.
Peer review of teaching along with student evaluations of teaching provides a documented
record of performance and contributions in teaching.
Policy
Each full-time, teaching, faculty member of the College of Pharmacy is peer reviewed for teaching
once per year until third year review, and then at least once every three years until the rank of
Professor is achieved. Reviews can be conducted more frequently at the request of Department
Chair or faculty member. Faculty at the rank of Professor are peer-reviewed in the event student
evaluations fall below adequate, i.e., the equivalent of 3.0 on a 5-point scale, with 5 being
excellent, or at the discretion of the Department Chair.
Procedures for Peer Review of Teaching
The Department Chairs will be excluded on the peer review team of faculty within their own
department. However Department Chairs may serve on peer review teams of faculty in other
departments. The peer review team for each individual is coordinated by the Associate Dean for
Academic Affairs and Assessment with input from the Department Chairs and is comprised of
two faculty members: A full-time faculty member with at least 3 years of teaching experience,
from the individual's department, and holding an academic rank equal to or higher than the
individual. This person will serve as a lead person of the peer review team. In the event a lead
person cannot be identified from the individual’s department, a faculty member from another
academic department will be selected to serve as a lead person.
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At the beginning of each academic year, each individual who will be peer reviewed will be
informed of the peer review team members.
At the beginning of each semester, on a biannual basis, the faculty member will provide the peer
review team with the syllabi for the courses in which she/he is teaching, marking dates on which
she/he is teaching.
Each member of the peer review team will personally attend one class of the faculty being
reviewed. The reviews should be made within a reasonable period of time (approximately 2
weeks of each other) so that recall will be sufficient when the two reviewers meet jointly to
develop suggestions as described below. The Peer Review leader should coordinate this. (See
Appendix C: Peer Evaluation Forms)
In the case of Advanced Pharmacy Practice Experience (APPE) teaching, both members of the
peer review team will visit the clinical site for review. The individual faculty member being
reviewed will be informed of the date of the review (site visit) at least one week in advance. (See
Appendix C: Peer Evaluation Forms)
In the case of classroom teaching, each member of the peer review committee will inform the
individual faculty member being reviewed of the date of a review one week in advance.
Following a review, the faculty member should submit to the reviewer any applicable materials
the reviewer may not have received during pre-observation or during the class period including
objectives, test questions, and handouts.
After the two members of the peer review team have completed their evaluations, the two will
meet and share their individual reviews to prepare a joint report summarizing the findings of the
two reviews and offering suggestions for development. The Peer Review leader will coordinate
this. Timeliness is important.
The completed joint report will be given to the Department Chair to keep on file. The Department
Chair upon receipt will give a copy of the joint report to the individual.
The report will be discussed with the individual by the peer review team in the presence of
respective chair. Plans for development will be made accordingly.
Faculty have the option of requesting any lecture be video-recorded. This is encouraged for
development purposes. Interested faculty can contact the College’s Instructional Designer to
arrange video-recording.
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G.
Faculty Participation in Externally Funded Activities
The faculty of the College of Pharmacy are encouraged to seek extramural funding which will
enhance the academic instructional programs, scholarly activities, and professional practice
programs of the College. There is a faculty research incentive policy (to be developed) on faculty
participation in externally funded activities.
H.
Faculty Development Program
Introduction
Faculty development is defined as "a process designed to foster personal and professional growth
for individuals within a respectful, supportive, positive organizational climate having as its
ultimate aim better learning for students and continuous, responsible self-renewal for educators
and schools" (Dillon-Peterson, B., Staff Development/Organization Development, Association for
Supervision and Curriculum Development, Alexandria, VA [1981], p. 3). The President of the
University and the Dean of the College are ultimately responsible for the physical and fiscal
resources necessary for the implementation and maintenance of the Faculty Development
Program. The success of the program is highly dependent on the sustained commitment of the
administration to provide the appropriate space and budget. Basic resources needed for a
successful faculty development program include:
1. Encouragement and support from administration for developmental activities
2. Release time away from certain faculty and patient care responsibilities
3. Funds for travel, research expenses, and equipment
4. Appropriate space to conduct research
Programmatic responsibility for the Faculty Development Program is shared between the
Department Chairs and the individual faculty. It is the responsibility of the Department Chair to
provide the guidance and counseling necessary to assist the faculty member in focusing on
specific needs and facilitating activities to address those needs. Ultimate success of a Faculty
Development Program rests with the individual faculty member. Each faculty member should
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address his or her own needs and through discussions with the Department Chair focus on and
address those needs through the Faculty Development Program.
Basic (Overall) Goal:
To provide an academic environment that stimulates innovation in teaching, research/scholarly
activity, service, and patient care, and encourages College of Pharmacy faculty to develop and
grow both intellectually and professionally, maximize academic productivity, and provide
mechanisms for response to change in academia and the profession.
Specific Goals, Expected Outcomes, and Implementation
Goal: Provide support and encouragement to all faculty so that they may achieve and maintain a
good to excellent level of teaching and research/scholarly productivity and quality.
Expected Outcome: The level of teaching and research/scholarly of the faculty will be good to
excellent in terms of organization, content, use of audiovisual materials, student evaluation, and
teaching methodology.
Implementation:
1. College development funds will be designated to provide conferences and workshops
at the College of Pharmacy wherein effective teaching methodologies and
technologies are presented to the faculty.
2. College development funds will be designated to allow faculty the opportunity to
attend conferences and workshops related to the improvement of teaching methods
and evaluation of teaching effectiveness.
3. Faculty with proven teaching skills will be assigned as mentors to assist faculty with
identified difficulties in teaching to assist in the areas of classroom presentation,
teaching techniques, and the use of audiovisual equipment.
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Innovative Teaching Methods
Goal: Provide the appropriate environment and opportunity for faculty to develop and
implement Team-Based Learning (TBL) in the classroom and experiential setting.
Expected Outcome: Faculty providing teaching at an acceptable level will be encouraged to
develop and implement innovative teaching methodologies.
Implementation:
1. Faculty members will be encouraged and given sufficient time to develop proposals
for innovative teaching methods for funding from external sources.
2. College development funds will be designated to provide conferences and workshops
at the College of Pharmacy wherein TBL is introduced to the faculty.
3. College development funds will be designated to allow faculty to attend conferences
and workshops related to innovative teaching methods and evaluation of teaching
effectiveness.
4. Teaching assignments will be made flexible for faculty to implement innovative
teaching methodologies.
5. Faculty developing and implementing innovative teaching methods will be
encouraged to share their experiences with colleagues at CHSU as well as through
publications and presentations at academic meetings. College funds will be provided
for this purpose.
6. The College’s Distinguished Educator Award will recognize for those faculty who
undertake the responsibility of introducing and evaluating innovative teaching
methods.
Research/Scholarly Activity
Goal: To provide the environment and stimulation of independent research and scholarly activity
by faculty who are beginning their academic or research careers.
Expected Outcome: Within three years of initial appointment, the faculty member will have
made significant progress toward the establishment of a productive research/scholarly activity
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program. For experienced faculty, significant increases in research/scholarly activity involvement
will occur within three years of active participation in the faculty development program in
research/scholarly activity.
Implementation:
1. Sufficient space and start-up funds will be made available to each new faculty member
at the time of appointment.
2. During the first year of appointment, sufficient time will be made available to the new
faculty member to establish a research/scholarly activity program by reducing the
teaching assignments to less than normal load and expecting minimal internal and
external service activities. (An additional benefit will include the opportunity to
concentrate more on a limited teaching load as well.)
3. Opportunities (in terms of funds and time) for the presentation of scholarly work at
professional meetings will be made available in accordance with the College's travel
policies.
4. Established faculty with active, research/scholarly activity experience will act in an
advisory capacity in the reviewing of proposals and manuscripts and in suggesting
potential research/scholarly activity areas.
5. The Department Chairs will firmly establish research/scholarly activity objectives to
be accomplished within a reasonable time period with the new faculty member upon
appointment.
6. At least on an annual basis, the Department Chairs, through faculty evaluation
process, will evaluate the faculty member's research/scholarly activity progress and
provide appropriate feedback.
7. Established faculty with a successful research/scholarly activity record (mentors) may
be assigned to guide and assist new or other interested faculty in establishing goals
for his/her research/scholarly activity program and in learning techniques essential
for reaching those goals. Each new and other interested faculty members will be
assigned a mentor.
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8. Formal and informal internal grant review mechanisms at the departmental levels will
be followed to enhance the grant writing skills of new faculty.
9. The Dean will assist new investigators and those interested in pursuing new endeavors
in research/scholarly activity by obtaining funds for the purchase of research
instrumentation.
10. Funds will be made available for new faculty and faculty with limited
research/scholarly activity experience to attend workshops and seminars that will
enhance their skills and abilities in research methodology, analysis, grantsmanship,
etc.
11. Specific criteria have been developed by the Promotion Committee to provide
guidance to the faculty concerning the relationship between research and scholarly
activity and promotion.
12. Internal funds will be made available as "seed grants" for faculty for projects that are
not fundable from external sources after initial data are collected.
I.
Faculty Mentoring Program
Purpose
The purpose of this document is to provide guidelines to assist in the mentoring process for new
College of Pharmacy faculty. The Mentoring Program is part of the overall faculty development
program.
Mission Statement
To provide a structured relationship between a faculty member with experience (mentor) and a
new faculty member (mentee) who desires to gain that experience which focuses on
development in the areas of teaching, research, scholarship, and service.
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Goals
1. To provide an effective program that will assist new faculty with learning their
academic responsibilities.
2. To provide an effective program that will assist current faculty with gaining additional
expertise in a specific area.
3. To provide the necessary understanding of the academic process for promotion.
4. To provide the mentee with regular feedback regarding his/her development.
5. To assist the mentee with career development.
6. To assist the mentee with balancing his/her academic responsibilities.
7. To assist the mentee in becoming an effective teacher.
Desired Outcomes
1. Development and improvement of expertise in the areas of teaching, research, and
service.
2. Stimulation of professional growth and development to strengthen candidacy for
promotion.
3. Enhancement of ability to secure funding for grants and contracts to conduct
research.
4. Improvement of ability to assume an active role as member or chair of committees of
the University, College, and Department.
4. Achievement of proper and appropriate balance of academic and practice
responsibilities.
5. Ability to effectively serve as a mentor.
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Administration
The Dean and Department Chair should provide the environment and resources for effective
mentoring to occur. This includes time allocations that allow for proper faculty development and
start up resources for research. Additional time and resources in the form of additional training
may also be required.
Mentor eligibility
The mentor must be higher ranked than the mentee and have an interest and desire to mentor.
Mentors must be willing to make a time commitment to the mentee. Serving as a mentor is
highly encouraged.
Mentee eligibility
The mentee must be willing to spend the necessary time to develop as a faculty member. This
program is mandatory for newly hired faculty at the rank of assistant professor who have less
than 3 years of experience in academia.
Responsibilities of a Mentor
1. The mentor must be willing to meet with the mentee at regularly scheduled intervals
and provide feedback regarding the mentee’s progress.
2. A mentor must be willing to serve for one academic year.
3. A mentor must be willing to develop a written plan of development for the mentee
with measurable and obtainable endpoints. This should be done in consultation with
the mentee’s Department Chair and the mentee.
Appointment of Mentors
1. The Department Chair will determine whether the new faculty member, i.e., mentee,
needs a mentor from one, two or all three mentoring groups (designated for teaching,
research and service) based on the mentee’s prior experience.
2. The Department Chair together with the mentee will determine what mentoring
sequence is needed. For example, selected mentoring areas might need emphasis
simultaneously or the preference may be to work with mentors sequentially.
3. If a mentor-mentee relationship proves to be unsatisfactory, the mentor or mentee
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may alert the Department Chair and request appointment of a new mentor.
4. At the conclusion of a year of mentoring, the Department Chair in collaboration with
the mentee may decide to continue the mentoring program for an additional period
of time.
Orientation of the Mentee
1. The mentee is oriented according to the Faculty By-Laws, Policies, and Procedures.
2. The mentee should provide a copy of his/her research, scholarship, teaching, and
service goals to the mentor.
3. A minimum of three scheduled meetings annually between the mentor and mentee
will be part of the written plan. Constructive feedback will be given to the mentee
and the Department Chair.
4. Measurable and obtainable endpoints will be part of the written plan.
The Mentoring Process
Activities of the mentor include, but are not limited to, the following, depending on the area of
mentoring (teaching, research or service):
1. The mentor should assist the mentee with preparation of TBL materials including
course learning outcomes, guided learning materials, assessment tools, and test
questions.
2. The mentor should orient the mentee to the classroom and if requested attend the
mentee’s first TBL session.
3. If applicable, mentors should invite the mentee to their clinical site to observe
student-faculty interactions. Evaluation of student performance will also be
discussed.
4. The mentor should assist the mentee with identifying grant sources for research,
review ideas for research, review proposals, review the written results of research,
discuss and assist with poster/platform presentation of research, and assist with
review for publication of research.
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5. The mentor should discuss and assist the mentee with understanding their service
responsibilities to the University, College, Department, and the profession.
Evaluation of the Mentoring Program
1. The Department Chair should make an annual assessment of the effectiveness of the
mentoring program as evidenced by the mentee’s annual accomplishment of
academic goals.
2. A written report evaluating the mentee’s progress in meeting the outcomes of the
mentoring program will be prepared by the mentor in conjunction with the mentee
for the respective area (teaching, research or service) a minimum of two times, at the
midpoint and end of the time they work together and will be presented to the
Department Chair. An assessment of strengths and areas of improvement should be
part of these reports. The form titled Mentee Progress Report should be completed
and constitutes this report (See Appendix D).
3. At the end of the academic year, the mentee will assess the effectiveness of the
mentoring program by completing the form titled Evaluation of Mentoring Program.
This should be submitted to the Associate Dean for Academic Affairs and Assessment.
Results will be shared with Department Chairs. (See Appendix E)
J.
Faculty Vacation, Sick Leave and Travel Policy
Faculty Vacation Policy
All professional, administrative, and 12-month faculty personnel are eligible to accrue paid
vacation time at a rate of twenty vacation days each fiscal year. We encourage all faculty
personnel to use these days by June 30 of each fiscal year, but unused vacation days may be
carried over into the next year. The maximum number of vacation days which may be accrued is
thirty-one. Once you have reached the maximum number of vacation days, you will not accrue
additional vacation time until you begin using your accrued vacation benefits. All accrued but
unused vacation time will be paid upon termination of employment.
All vacation/leave must be requested on a Travel Authorization request form and approved by
the Department Chair.
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Each faculty member is allowed approved leave of absences for University business, for attending
conferences, for making presentations, etc. These leaves of absence are not considered as
vacation leave, but a Leave Request must be submitted through the same channels as previously
described for vacation leave.
Vacation leave generally will not be approved while school is officially in session, unless the
person requesting leave has no classroom or practice experience obligations on those days.
Fractions-of-days’ vacation, likewise, will not be approved. Should it be necessary for a faculty
member to be away from the College for a portion of the day between the hours of 8:00 am and
5:00 pm, he or she should notify his or her Departmental Chair of the expected absence. If, while
on an official leave of absence for University business, etc., it is necessary for an Instructor to
cancel classes, those classes must be made up at a future date.
Faculty Sick Leave Policy
Faculty members must notify their Department Chair if they must be absent because of illness or
injury. In the event of an extended absence, a faculty member’s responsibilities may be assigned
to other members of the department.
If you have been absent for a period of five (5) days or more due to an illness, injury or disability,
CHSU will require medical certification of your ability to return to your position and duties. You
may be asked to provide a physician's statement that verifies the illness, injury or disability, its
beginning and ending dates, and/or your ability to return to work without endangering your own
health and safety or the health and safety of others. When requested, such verifications and
releases may be a condition of returning to work.
Faculty Travel Policy
The College will make every effort to fund all reasonable travel expenses for any invited
presentations, papers, or posters accepted, if the professional organization or other sponsor does
not reimburse expenses. The papers and posters presented are an important component of
scholarly activity that represent and provide recognition for the College. With the approval of
funding for travel (i.e., professional leave), the College expects that the faculty will return to work
the next business day after the meeting is over unless the travel cannot be completed on the
same day the meeting ends. Faculty are encouraged to seek outside funding for travel expenses.
Faculty serving as official representatives of the college (e.g., AACP) will have reasonable
expenses reimbursed.
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Attendance at selected professional meetings that will enhance the faculty member’s teaching
and/or research will be considered as Faculty Development and reimbursed as approved by the
Department Chair or Dean.
Travel expenses will not be reimbursed for practice faculty traveling between their primary
service site and the College except for required or necessary trips resulting in extra daily mileage.
These expenses are reimbursable at the end of the semester.
The process of receiving approval for travel is to complete a Travel Authorization Request form,
which is available from the Department Administrative Assistant. The form should be completed
with dates of travel, explanation of travel (attach notice for invited presentation, presenting
paper or poster, etc.) and an estimate of expenses. It is assumed that the faculty member will
resolve any conflicts with teaching or service responsibilities during the leave and prior to
submitting the request for leave. The Department Chair must approve the travel. A copy of the
approved and signed request form will be forwarded to the faculty member. Faculty should make
every effort to minimize expenses (e.g., on-time registration, early booking of airfare, sharing
rooms, etc.). Rental cars will be approved only if necessary to attend a meeting and if equivalent
or less than commercial travel (e.g., cab, etc.). The College does not reimburse for alcoholic
beverages or pay-for-TV movies out of its operational budget.
Expenses reimbursed by an outside agency must be deducted from the amount billed to the
University. Faculty may be required to submit documentation from the outside agency outlining
expenses and/or honoraria received. The approved amount should be considered an expense
cap.
Funds from grants for travel can only be spent on behalf of the faculty member.
All reimbursements for travel from University funds must be submitted and detailed on a Travel
Expense Voucher. Receipts must be attached to the expense voucher. This form is reviewed and
approved for reimbursement by the Department Chair and Dean before being forwarded to the
Business Office for processing.
Faculty must submit reimbursement requests within 60 days of the travel dates in order to be
reimbursed.
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K.
Conflict of Interest Policy
PART I. General Policy on Conflict of Interest
A.
Introduction. This policy is intended to comply with the National Science Foundation
(NSF) Investigator Financial Disclosure Policy [Fed. Reg. 60, no. 132, pp. 35820-35823
(July 11, 1995)] and the final regulations of the Department of Health and Human
Services (DHHS) dealing with investigator conflicts of interest. Modifications of this
policy may be necessary or advisable once other agencies adopt conflict of interest
rules or once further guidance is received from NSF and HHS.
B.
General Philosophy. California Health Sciences University and the College of
Pharmacy recognize that external consulting, research, and educational or other
scholarly activities are a proper and common feature of academic employment,
contributing to the professional development of the individual and extending the
University’s triad mission of teaching, research, and service. The University and
College of Pharmacy permit and indeed encourage a limited amount of such activities
where they (1) provide the individual employee with experience and knowledge
valuable to teaching, research, or scholarship, (2) involve suitable research or
scholarship through which the individual may make a worthy contribution to
knowledge, or (3) constitute a public service, as long as they do not present
unacceptable conflicts of interests or create conflicts of commitment with respect to
the individual’s obligations to the University or the College of Pharmacy and
performance of University and College duties.
C.
Basic Principles
1. Full-time members of the faculty and professional and administrative staff owe
their primary professional responsibility to California Health Sciences University
College of Pharmacy and their primary commitment of time and intellectual effort
should be to their institutional responsibilities assigned and/or approved by the
Dean of the College. Part-time employees are obligated to the College in
proportion to the terms of their employment. Outside activities may not interfere
with the individual’s institutional responsibilities.
2. CHSU College of Pharmacy does not permit full-time employment at another
establishment.
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3. No outside activities should result in any conflict of interest with or compromise
of commitment to the individual’s responsibilities to CHSU College of Pharmacy.
4. CHSU College of Pharmacy resources (including space, facilities, equipment, and
support staff) may not be used for outside activities without prior approval and
appropriate payment to CHSU College of Pharmacy.
5. Faculty members naturally identify themselves professionally in terms of their
institutional affiliation. Care shall be exercised to insure that external professional
involvements do not imply University sponsorship or sanction.
6. Faculty members who believe their consulting, research, educational, or other
paid outside activities will result in a conflict of interest or commitment must
obtain prior approval from the Dean of the College or his designee. Professional
or administrative staff that wish to arrange consulting, research, educational, or
other paid outside activities must obtain prior approval from the appropriate
supervisor.
D.
Annual Disclosure
In order to prevent conflicts of interest and commitment, it is the policy of the College
of Pharmacy that each year each faculty member will complete a Conflict of
Interest/Commitment Form and will return with their annual contract renewal, which
will be made a matter of record.
PART II. Specific Policy on Financial Conflicts of Interest (applies only to NSF or DHHS grants).
A. Definitions
1. Investigator means the principal investigator, co-principal investigators, and any
other person employed full- or part-time by the College of Pharmacy who is
responsible for the design, conduct, or reporting of consulting, research,
education, or other professional activities funded or proposed for funding.
2. Significant financial interest means anything of monetary value, including, but not
limited to, salary or other payments for services (e.g., consulting fees or
honoraria); equity interests (e.g., stocks, stock options or other ownership
48
interests); and intellectual property rights (e.g., patents, copyrights, and royalties
from such rights).
3. The term does not include:
a. Salary, royalties, or other remuneration from the University of any ownership
rights held by the University, if the College or University is an applicant for or
recipient of funding under the Small Business Innovation Research Program or
Small Business Technology Transfer Program;
b. Income from seminars, lectures, or teaching engagements sponsored by public
or nonprofit entities;
c. Income from service on advisory committees of review panels for public or
nonprofit entities;
d. An equity interest that when aggregated for the investigator and the
investigator’s spouse and dependent children, meets both the following tests:
does not exceed $10,000 in value as determined through reference to public
prices or other reasonable measures of fair market value and does not
represent more than a 5% ownership interest in any single entity; or
e. Salary, royalties, or other payments that, when aggregated for the investigator
and the investigator’s spouse and dependent children, are not expected to
exceed $10,000 during the next twelve month period.
B. Required Financial Disclosures
1. Each investigator must disclose to the Dean all significant financial interests of the
investigator (including those of the investigator’s spouse and dependent children)
(1) that would reasonably appear to be affected by the consulting, research,
educational, or other professional activities funded or proposed for funding by any
source within or outside the University or (2) in entities whose financial interests
would reasonably appear to be affected by such activities.
2. The financial disclosures required above must be provided prior to the time a
proposal for funding is submitted to an agency external to the University. Such
financial disclosures must be updated during the period of the award, either on
an annual basis or as new reportable significant financial interests are obtained.
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C. Determination and Management of Conflicts of Interest
1. The Dean will review the financial disclosures, will determine whether a conflict
of interest exists, and will determine what conditions or restrictions, if any, should
be imposed by the College of Pharmacy to manage, reduce or eliminate such
conflict of interest. A conflict of interest exists when the Dean reasonably
determines that a significant financial interest could directly and significantly
affect the design, conduct, or reporting of consulting, research, educational, or
other professional activities.
2. Examples of conditions or restrictions that might be imposed to manage, reduce,
or eliminate conflicts of interest include, but are not limited to:
a. Public disclosure of significant financial interests;
b. Monitoring of consulting, research, educational, or other professional
activities by independent reviewers;
c. Modification of the consulting, research, educational, or other proposed plan;
d. Disqualification from participation in the portion of the sponsored consulting,
research, education, or other professional activity that would be affected by
the significant financial interests;
e. Divestiture of significant financial interests; or
f. Severance of relationships that create conflicts.
3. If the Dean determines that imposing conditions or restrictions would be either
ineffective or inequitable and that the potential negative impacts that may arise
from a significant financial interest are outweighed by interests of educational or
scientific progress, technology transfer, or the public health and welfare, then the
Dean may recommend that the consulting, research, education, or other
professional activity be allowed to go forward without imposing such conditions
or restrictions. Such a recommendation will be forwarded to the Provost for
review and approval.
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4. If the Dean determines that a conflict of interest cannot be satisfactorily managed,
the Dean will promptly notify the University’s General Counsel, who will assure
that the funding agency is kept appropriately informed in accordance with the
applicable regulations.
5. Any investigator who disagrees with any determination made by the Dean under
this policy may appeal to the President, whose decision shall be final.
D. Certification of Compliance
1. Each investigator must certify that he or she has read and understands this policy,
that all required disclosures have been made, and that the investigator will comply
with any conditions or restrictions imposed by the College of Pharmacy to
manage, reduce or eliminate conflicts of interest. Certification of compliance by
the investigator shall be by signature on the University routing form for grant
applications. Disclosure of significant financial interests shall be by completion of
the University form “Investigator Financial Disclosure”, which must accompany all
proposals for acquiring financial support for projects.
2. The University is required to certify in proposals for funding made to certain
governmental agencies, including NSF and HHS, that the University has
implemented a written and enforced conflict of interest policy that is consistent
with applicable requirements imposed by the agency; that to the best of its
knowledge all financial disclosures required by that conflict of interest policy have
been made; and that all identified conflicts of interest will have been satisfactorily
managed, reduced, or eliminated prior to the University’s expenditure of any
funds awarded by the agency, in accordance with the conflict of interest policy.
The University will rely on the investigators’ certifications in making its
certifications to the governmental agencies.
E. Enforcement
The failure of any investigator to comply with this policy shall constitute grounds for
disciplinary action.
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F. Record
Records of all financial disclosures and of all actions taken to manage conflicts of interest
shall be retained until at least three years beyond the termination or completion of the
government-sponsored project to which they relate, or until the resolution of any
government action involving those records, whichever is longer.
L.
Faculty Grievance Policy
In any community of free people, even under the best of circumstances, complaints will
be generated from time to time by individuals or groups who feel that a condition exists
that is detrimental to their professional careers or personal well-being.
The right to grieve and appeal by any member of the faculty is recognized by the
administration and the Board of Trustees. Presentation of grievances is made through
the following procedures established by and for the faculty and approved by the
administration and the Board of Trustees.
Policy Statement
This Policy is intended to provide a fair and equitable internal process for resolving
employment-related disputes that arise between faculty members and
administrators. A faculty member who feels aggrieved needs first seek an
informal resolution at the department, college, or university level before filing a
formal grievance under this Policy. Formal procedures delineated in this policy
are, therefore, to be used only when matters cannot be resolved through an
informal route.
A grievance may challenge an act or failure to act by an administrative officer that directly
and adversely affects the faculty member as an individual in his/her professional or
academic capacity.
Definitions
a.) Academic Staff: A regular full or part-time University employee, excluding faculty.
b.) Administrator: A person appointed as the head of an administrative unit,
department chair, associate dean, dean, or separately reporting director. The
President, members of the Board of Trustees, and members of the Advisory
Council are not subject to grievance under this Policy.
c.) Advocate: One who supports the cause of a member filing or responding to a
grievance.
d.) Faculty Grievance Committee (FGC): A group composed by three members
belonging to the School of the grievant. The role of the FGC is to (a) receive the
52
grievance and all applicable evidence and documentation from the grievant and
respondent, and (b) form a Hearing Committee to review and process the faculty
grievance.
e.) Faculty Member: A person with a paid University appointment at the rank of
professor, associate professor, assistant professor, adjunct professor, or
instructor.
f.) Grievance: A written complaint filed by a faculty member alleging:
i. That University policy, procedures, or rules have been violated and that
the violation has caused substantial consequences; or
ii. That such a faculty member has been otherwise treated inequitable by the
administrator in relation to others; or
iii. That a working condition exists that is felt to be detrimental to the
grievant's professional development or personal well-being.
g.) Grievant: An individual who submits a grievance for arbitration.
h.) Hearing Committee: A committee selected by the Faculty Grievance Committee
for the purpose of reviewing, hearing, and recommend a course of resolution to
the presentation of a grievance.
i.) Policy: A written statement of principles and procedures that govern the actions
of the faculty and administrators, including written rules, bylaws, procedures, or
standards.
j.) Respondent: Person against whom a grievance has been presented.
k.) Violation: A breach, misinterpretation, or misapplication of an existing policy.
l.) Witness: A person with knowledge of the alleged action or decision being grieved
who attests to or furnishes evidence about what did or did not occur.
Exclusions
This policy does not apply to the following situations:
a) Compensation
b) Non-reappointment or non-extension of appointment
c) Promotion
d) Evaluation of performance (including, but not limited to, peer review and annual
evaluations)
53
e) Complaints involving the organization, revision, or significant content of University
policies, rules, or regulations
Processes and Procedures
The purpose of this policy is to establish University processes and procedures by
means in which faculty members can seek redress of their grievances.
a) Informal Grievance Process (Stage 1)
i. A grievant shall complete the Faculty Informal Grievance Form.
ii. A faculty member with a grievance against a member of his/her department
shall meet with the departmental chair to seek an amicable resolution to the
grievant’s matter. When the grievance is against the chair, the grievant shall
meet with the dean of the college
iii. Complaints against a member or chair in the complainant's college, but not a
member of the complainant's department, shall be discussed with the dean
of the college.
iv. A grievance against the dean of the college shall be discussed with the
Provost of the University.
The Department Chair, Dean, or Provost, shall investigate the grievance and
make every reasonable effort to resolve it informally. The Department Chair,
Dean, or Provost, may recommend dropping the grievance as lacking in merit
or sufficient evidence, or for other just cause. Such a recommendation,
however, shall not be binding on the grievant.
Within 30 days of the filing of the grievance, the parties and the
administrative officer receiving the grievant shall attempt to resolve the
issue(s) in question informally. If the administrative officer determines that
the grievance cannot be resolved informally, notice shall be provided to the
parties. The procedures that follow are to be completed by the grievant if
s/he wishes to pursue a formal grievance process.
b.) Formal Grievance Process (Stage 2 and 3)
Participation in a grievance procedure in any capacity, including as a griever, is
considered by the University to be within the scope of duties of a faculty
member. The faculty member shall be afforded the same protection for such
participation as for any other faculty duties subject to the provisions of the
liability insurance policies purchased to cover liability of faculty members.
54
i. Filing a Grievance
To file a grievance, a grievant must submit the Faculty Formal Grievance Form to
the Faculty Grievance Committee (FGC) within 10 business days of unsuccessful
resolution of informal process. The grievance shall specify the condition(s) felt
to be detrimental to the individual’s professional development or personal wellbeing and the manner in which it/they may affect the grievant adversely. The
statement shall specify the reason(s) why such a condition is/are felt to be the
responsibility of a person or persons named in the grievance or appeal, and it
shall suggest the changes in conditions that would satisfy the grievant.
The FGC is composed by three members belonging to the School of the grievant
member. The committee is represented by one faculty from each academic
department recommended by the Department Chairs and one faculty member
voted on by the general faculty; all three will be approved by the Dean. The
grievance must contain the following information:
a. The specific policy or established procedure that has been allegedly
violated;
b. The date of the alleged violation and the date on which the grievant
became aware of the alleged violation;
c. The facts relevant to the alleged violation (facts only, no personal
feelings);
d. The person(s) against whom the grievance is filed (the “respondent”);
e. A detailed report of the informal resolution process, including all
applicable evidence and documentation;
f. The redress sought
g. The academic staff member will provide a copy of the grievance and any
supporting documents submitted with the grievance to the respondent
within 3 business days of receipt. The respondent shall submit any
relevant documents in response to the grievance to the FGC within 5
business days of receipt of the grievance.
ii. Request for Hearing
The FGC will have a total of 15 business days to review and gather from the
grievant and respondent for completion, form a Hearing Committee, and
submit to the Chair of the Hearing committee all pertinent documentations
and evidence.
The FGC will form a Hearing Committee comprised of five faculty members.
The Hearing Committee will elect a chair from the roster.
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A grievant may amend his/her grievance up to 7 business days before the
scheduled date for the formal hearing, so long as the proposed amendment
concerns are related to the initial grievance. The Chair of the Hearing
Committee shall decide whether to accept the proposed amendment, and
any issues generated by the proposed amendment, at least 5 business days
prior to the scheduled date for the formal hearing.
When a grievance is referred to the Hearing Committee, the chair of the
Committee shall distribute true copies of all pertinent materials to the parties
involved who have not already received them and to the members of the
Committee within five business days of the referral. Within ten business days
of the distribution of the materials pertinent to the grievance, the Committee
shall meet and decide whether to hear the case.
The Hearing Committee shall refuse to hear a grievance if it determines with
documented evidence that:
a. The parties have made inadequate effort to resolve the dispute by
discussion and agreement or have not utilized other reasonably available
avenues for relief within the department or college(s);
b. The dispute is frivolous or plainly without merit;
c. The relief sought is beyond the power of the University to grant;
d. The grievance is insufficiently related to the concerns of the academic
community;
e. The dispute is within the jurisdiction of the committee or unit of the
University
If the Hearing Committee decides to hear the case, it shall immediately notify
the principals and shall commence hearings within another five business days.
As it deems appropriate, the Hearing Committee may call any witnesses,
accept any advocates for the grievant or respondent, and examine any
documents in addition to those presented by the parties to the grievance. The
Hearing Committee may record and keep a transcript of its proceedings. All
transcripts are kept for a total of two academic years filed under restricted
access in the University Archives.
After hearing the parties to the grievance and the witnesses, the Hearing
Committee shall deliberate all recommendations confidentially. It shall then
determine to: (a) recommend an appropriate action or (b) dismiss the
grievance.
The chair shall send, in writing, the Committee's
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recommendation(s) to the involved parties and to the Dean or Provost. It shall
then declare the hearing concluded. This report shall be submitted within ten
days after the conclusion of the hearing.
Under unusual and compelling circumstances, the Hearing Committee, with
the concurrence of the Dean or Provost, may extend any deadlines upon
written notification to the parties to the grievance or appeal.
iii. Appeal of Decision (Stage 4)
If the recommendation of the Hearing Committee is favorable to the faculty
member, the grievance is considered closed and no further action in the matter
may be taken. If the recommendation of the Hearing is unfavorable to the faculty,
the faculty member may appeal to the Provost or President (if the grievance
involves the Dean) of the university.
The grievant faculty shall submit his/her appeal in writing to the Provost or
President of the university within ten (10) business days following the decision of
the Hearing Committee. The appeal shall state the decision complained of and
the redress desired.
The decision taken by the Provost or President shall be final.
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III.
FACULTY DUTIES AND RESPONSIBILITIES
A.
Academic Freedom
CHSU College of Pharmacy assures all faculty members of full protection of academic freedom.
The College's understanding of academic freedom is consistent with the definition contained in
the Statement of Principles on Academic Freedom formulated in 1940 by the Association of
American Colleges and the American Association of University Professors. The relevant sections
of the Statement point out that:
"Institutions of higher education are conducted for the common good and not to further the
interest of either the individual teacher or the institution as a whole. The common good depends
upon the free search for truth and its free exposition.
"Academic freedom is essential to these purposes and applies to both teaching and research.
Freedom in research is fundamental to the advancement of truth. Academic freedom in its
teaching aspect is fundamental for the protection of the rights of the teacher in teaching and of
the student to freedom in learning. It carries with it duties correlative with rights.
"(a) Teachers are entitled to full freedom in research and the publication of the results, subject
to the adequate performance of their other academic duties; but research for pecuniary
return should be based upon an understanding with the authorities of the institution.
"(b) Teachers are entitled to freedom in the classroom in discussing their subject, but they should
be careful not to introduce into their teaching controversial matter which has no relation to
their subject. Limitations of academic freedom because of religious or other aims of the
institution should be clearly stated in writing at the time of the appointment.
"(c) College and university teachers are citizens, members of a learned profession, and officers
of an educational institution. When they speak or write as citizens, they should be free from
institutional censorship or discipline, but their special position in the community imposes
special obligations. As scholars and educational officers, they should remember that the
public may judge their profession and their institution by their utterances. Hence, they
should at all times be accurate, should exercise appropriate restraint, should show respect
for the opinions of others, and should make every effort to indicate that they are not
speaking for the institution."
B.
Teaching
All full-time faculty are expected to carry an equitable teaching load in required didactic courses
each academic year and to develop and implement at least one elective course that is offered in
the fall or spring semester, or during the summer break if at least 15 students enroll in the course.
58
Full-time faculty in the clinical and administrative sciences are also expected to participate in
experiential education and precepting during select scheduled APPE blocks. Associate Deans and
Department Chairs are expected to provide up to 15% of in-class time expected of the full time
faculty.
C.
Research and Scholarship
All full-time faculty are expected to engage in research and/or scholarly activities. At CHSU, we
define scholarship as the process of analyzing and interpreting published data, critically
appraising new knowledge, applying knowledge to solve problems, generating innovative ideas,
designing new instructional units, evaluating teaching strategies, assessing learning outcomes,
and measuring patient care outcomes.
D.
Service
All full-time faculty are expected to actively participate on College and University committees as
an expression of service to the institution. Usually a faculty member will serve on at least one
committee but may be asked to serve on more than one committee based on his or her
experience and expertise and the critical needs of the College.
Clinical faculty are also expected to engage in patient care service at their assigned practice sites
based on their qualifications, expertise, and affiliation agreement.
E.
Student Advising
The Student Advising Program is under the direction of the Vice President for Student Affairs and
Development. This program provides information for successful matriculation and professional
development of our students and key faculty members are utilized as resource personnel. Students
are encouraged to meet with their faculty advisors as often as necessary, or once per semester at a
minimum.
Students who are identified through academic alerts are required to participate in a formal
academic advising program. This program requires a coordinated effort between the offices of
academic and student affairs.
1. Faculty Members - The responsibilities of faculty advisors are to:
a. Participate in training programs provided by the Director of Student Affairs
59
b. Advise students as appropriate
c. Meet with advisees at least once per semester
d. Consult with advisees who have received an Academic Alert to monitor their progress.
e. Provide status reports on each advisee to the office of Student Affairs at the end
of each semester
2. Student Advisees - It is the student’s responsibility to be aware of all departments,
College, and University degree requirements as published in the academic catalog,
and to insure that such requirements have been met or that appropriate waivers have
been secured and filed in the Office of the Registrar. The specific responsibilities of
the advisees under this program are to:
a. Complete the process for Formal Academic Advising in the case of an Academic Alert.
b. Meet with advisor at least once per semester.
The estimated time allocation for faculty teaching, research and scholarship, service, and student
advising by department is shown in the table below.
F.
Faculty Time Allotment
Clinical Science Faculty
Activity
Didactic Teaching*
Clinical Practice and APPES
Research and Scholarship
Service
Student Advising
Total**
Annual Hours
300
500
816
100
100
1816
* 75 contact hours + 225 hours of course management time
** 2080 hrs/year – (160 hrs of vacation + 104 hours of holidays)
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Percent Effort
16
27
45
6
6
100
Pharmaceutical, Biomedical, and Administrative Science Faculty
Activity
Didactic Teaching*
Research and Scholarship
Service
Student Advising
Total**
Annual Hours
570
1046
100
100
1816
Percent Effort
31
57
6
6
100
* 120 contact hours + 450 hours of course management time
** 2080 hrs/year – (160 hrs of vacation + 104 hours of holidays)
G.
Statement on Professional Ethics
The statement that follows was originally adopted in 1966. Revisions were made and approved
by the Association’s Council in 1987 and 2009.
Introduction
From its inception, the American Association of University Professors has recognized that
membership in the academic profession carries with it special responsibilities. The Association
has consistently affirmed these responsibilities in major policy statements, providing guidance
to professors in such matters as their utterances as citizens, the exercise of their responsibilities
to students and colleagues, and their conduct when resigning from an institution or when
undertaking sponsored research. The Statement on Professional Ethics that follows sets forth
those general standards that serve as a reminder of the variety of responsibilities assumed by
all members of the profession.
In the enforcement of ethical standards, the academic profession differs from those of law and
medicine, whose associations act to ensure the integrity of members engaged in private
practice. In the academic profession the individual institution of higher learning provides this
assurance and so should normally handle questions concerning propriety of conduct within its
own framework by reference to a faculty group. The Association supports such local action and
stands ready, through the general secretary and the Committee on Professional Ethics, to
counsel with members of the academic community concerning questions of professional ethics
and to inquire into complaints when local consideration is impossible or inappropriate. If the
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alleged offense is deemed sufficiently serious to raise the possibility of adverse action, the
procedures should be in accordance with the 1940 Statement of Principles on Academic
Freedom and Tenure, the 1958 Statement on Procedural Standards in Faculty Dismissal
Proceedings, or the applicable provisions of the Association’s Recommended Institutional
Regulations on Academic Freedom and Tenure.
The Statement
1. Professors, guided by a deep conviction of the worth and dignity of the advancement of
knowledge, recognize the special responsibilities placed upon them. Their primary
responsibility to their subject is to seek and to state the truth as they see it. To this end
professors devote their energies to developing and improving their scholarly competence. They
accept the obligation to exercise critical self-discipline and judgment in using, extending, and
transmitting knowledge. They practice intellectual honesty. Although professors may follow
subsidiary interests, these interests must never seriously hamper or compromise their freedom
of inquiry.
2. As teachers, professors encourage the free pursuit of learning in their students. They hold
before them the best scholarly and ethical standards of their discipline. Professors demonstrate
respect for students as individuals and adhere to their proper roles as intellectual guides and
counselors. Professors make every reasonable effort to foster honest academic conduct and to
ensure that their evaluations of students reflect each student’s true merit. They respect the
confidential nature of the relationship between professor and student. They avoid any
exploitation, harassment, or discriminatory treatment of students. They acknowledge
significant academic or scholarly assistance from them. They protect their academic freedom.
3. As colleagues, professors have obligations that derive from common membership in the
community of scholars. Professors do not discriminate against or harass colleagues. They
respect and defend the free inquiry of associates, even when it leads to findings and
conclusions that differ from their own. Professors acknowledge academic debt and strive to be
objective in their professional judgment of colleagues. Professors accept their share of faculty
responsibilities for the governance of their institution.
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4. As members of an academic institution, professors seek above all to be effective teachers and
scholars. Although professors observe the stated regulations of the institution, provided the
regulations do not contravene academic freedom, they maintain their right to criticize and seek
revision. Professors give due regard to their paramount responsibilities within their institution
in determining the amount and character of work done outside it. When considering the
interruption or termination of their service, professors recognize the effect of their decision
upon the program of the institution and give due notice of their intentions.
5. As members of their community, professors have the rights and obligations of other citizens.
Professors measure the urgency of these obligations in the light of their responsibilities to their
subject, to their students, to their profession, and to their institution. When they speak or act
as private persons, they avoid creating the impression of speaking or acting for their college or
university. As citizens engaged in a profession that depends upon freedom for its health and
integrity, professors have a particular obligation to promote conditions of free inquiry and to
further public understanding of academic freedom.
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IV.
ACADEMIC POLICIES AND PROCEDURES
A.
Calendar and Scheduling Classes
The calendar for the College of Pharmacy is developed by the Associate Dean for Academic Affairs
and Assessment and is managed by the Registrar. The calendar is based upon the dates for
graduation as designated by the President of the University. Included in the calendar are deadline
dates for course changes and withdrawals, dates for final examinations, holiday and spring
recesses, and commencement dates. The calendar is set for the entire year, falls through summer
semesters, and is published annually in the College of Pharmacy catalog. Copies of the calendar
are distributed to the faculty prior to its publication.
The Associate Dean for Academic Affairs and Assessment arranges the class schedule each
semester after consultation with the Department Chairs and the Curriculum Committee. A
preliminary schedule is distributed to the faculty so that any possible conflicts can be identified
and resolved by the Associate Dean for Academic Affairs and Assessment prior to the preparation
of the final schedule.
B.
Curriculum Structure and Delivery
Team-Based Learning (TBL) is a well-defined educational strategy that engages students in active
learning, problem-solving, and critical thinking. TBL emphasizes the importance of individual
accountability, group collaboration, and the application of basic, fundamental concepts to work
through team assignments. The role of the instructor is to clearly articulate the learning
outcomes, create challenging problems for students to solve, and probe their reasoning in
reaching conclusions.
At the beginning of each course, the Associate Dean for Academic Affairs and Assessment will
form teams generally comprised of 5 to 6 students based on various criteria that will help achieve
an even distribution of talents and experiences across all teams. Students will remain with the
same team throughout the semester for each course. All students will be accountable for their
individual and group work. Peer evaluations will be performed once or twice a semester.
C.
Submission of New Courses Approval or Course Changes
The proposal for a new course, either required or elective, can be submitted by a department
chair, individual faculty member, or by the faculty of a department as a whole. The proposal must
first be approved by the department chair and then the whole department before being
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submitted to the Curriculum Committee. A course director will be appointed by the Dean to
develop a detailed outline of the course and then the course syllabus. The department chair and
the whole department must approve the syllabus.
Once final approval for the course and syllabus has been obtained from the department, the
syllabus will be submitted to the chair of the Curriculum Committee who will bring the course
proposal and syllabus forward to the Curriculum Committee. The syllabus will be submitted to
the members of the Curriculum Committee at least one week prior to the meeting at which the
proposed course will be reviewed.
The course director for the proposed course will be invited to the Curriculum Committee to
present the proposed course to the Curriculum Committee. This will allow the Curriculum
Committee members to ask questions of the course director regarding the necessity of the course
and how the course will be presented as well as questions regarding the order of the presentation
of course topics and the involvement of additional faculty in the course, including invited
presenters.
The course director will make revisions to the syllabus and course as suggested by the Curriculum
Committee. The revised proposal and syllabus will be resubmitted, if necessary, to the chair of
the Curriculum Committee for additional review of the proposed course. This procedure will
continue until the Curriculum Committee approves the course design and syllabus.
Once initiated, the course will undergo the standard evaluation by survey of the students. The
results of the evaluation will be submitted to the Assessment Committee which will forward the
evaluation to the Curriculum Committee for evaluation and revision of the course design, which
will be relayed to the course director by a meeting of the course director with the Curriculum
Committee. The course director will implement the suggested changes into the course syllabus
and design the next time the course is offered. This process will continue yearly as with all courses
in the curriculum.
D.
Examinations and Grading
All required courses must include at least two examinations, preferably three. Examinations are
scheduled by the course director. Course directors are encouraged to use the exam periods the
Associate Dean for Academic Affairs and Assessment builds into the class schedule.
The system of letter grading is a follows:
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1. ‘A’ represents excellent course performance.
2. ‘B’ represents above average performance.
3. ‘C’ represents average or satisfactory performance.
4. ‘D’ represents below average performance and the need for course remediation.
5. ‘F’ represents course failure and requires repeating the course.
6. ‘W’ represents course withdrawal and requires registering for the course when offered
7. ‘IC’ represents incomplete and requires completing the course within 21 days or the grade
converts to an F.
Cumulative grade point averages are computed as follows
Grade Scale
A
B
C
D
F
W
IC
E.
Points
4.0
3.0
2.0
1.0
0.0
0.0
0.0
Make-up Exams
It is the responsibility of the course director to indicate in the syllabus the course policy for
making-up examinations.
F.
Course Director Responsibilities
The course director has the authority and responsibility to make decisions regarding the course
in keeping with the course policies and syllabus. All faculty involved in teaching a course should
be in agreement regarding the course structure and policies. Furthermore, all course faculty
members should have a sense of commitment to the entire course, not limited to the areas in
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which they teach. To build consensus and commitment the Course Director should do the
following:
1. Prior to the course, meet with the course faculty to reach consensus on the course
structure including: teaching and exam schedule, use of active learning components,
number of exams, exam construction (format of questions, plan for the cumulative
component of all exams, deadline for submission of exam questions and answers),
content of course pack (if applicable), deadline/timelines for any other materials or
activities required of course faculty, point distribution for exams and other activities,
and changes to any policies or procedures on the syllabus (if applicable).
2. In the event consensus cannot be reached regarding the above elements of the
course, the final decision should be based upon the majority opinion of the course
faculty.
3. Review exam questions for consistency with determined format, grammatical errors
and appropriate length. Contact individual faculty regarding any edits to their
questions other than grammatical and reach agreement.
4. Following each examination, provide a copy of the grade roster from the exam to
those course faculty members who desire a copy. Furthermore, make the complete
grade book available to all course faculty members at their request.
5. Provide the item analysis of the entire exam to all faculty members who wrote
questions for the exam. If the item analysis indicates a question should be dropped
from an exam, the course director should contact the faculty member who wrote the
question and reach agreement.
6. Contact individual course faculty regarding any issues raised by the focus group (see
page 62) or other enrollees in the course that pertain directly to that faculty member
to achieve joint resolution.
7. Calculate final grades in the course according to the grading scale on the syllabus.
Provide these grades to the course faculty who desire a copy. Enter the grades on the
official grade roster and submit to the registrar.
8. At the conclusion of the course, meet with the course faculty to discuss successes and
changes for future offerings of the course.
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It is also the responsibility of the course director to maintain the course syllabus and ensure the
syllabus used reflects what was approved by the curriculum committee. The course director
should adhere to the following policies established by the curriculum committee:
1. All syllabi should contain the information on the curriculum committee’s “Checklist
for Syllabus Content.”
2. Minor changes in course content are permissible and the syllabus should reflect these
changes.
3. Major changes in the course content must be approved by the Curriculum Committee
(e.g. removal of a disease state topic). The syllabus should reflect these changes.
Furthermore, the course director should:
1. Provide the examination dates to the Associate Dean for Academic Affairs and
Assessment prior to the start of the semester.
2. Provide a copy (paper or electronic) of the final course schedule (including teaching
and exam dates) and syllabus to the course faculty, Curriculum Committee Chair,
Department Chairs, and Associate Dean for Academic Affairs and Assessment prior to
the first day of class.
3. Arrange for course shells in the Learning Management System (LMS) in coordination
with the College’s Director of Institutional Technology.
4. Remind course faculty they are responsible for following copyright law including
proper referencing of sources, posting copyright notices and obtaining copyright
permissions as needed.
5. Get approval from course director’s Department Chair to pay honoraria for outside
lecturers.
6. Provide a copy of the final course schedule and syllabus to the students before the
first day of class.
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7. Monitor the final course schedule for adherence by course faculty. In the event faculty
do not need all allotted time, seek, if possible, utilization of the time for other course
activities aimed at enhancing learning in lieu of canceling class.
8. Consider scheduling periodic meetings with the Focus group and address concerns.
9. Ensure there are cumulative components to all examinations within and at the end of
the course.
10. Return results of examinations to the students in a timely manner.
11. Administer examinations (or arrange for the administration of examinations by other
course faculty) including makeup examinations (if applicable).
12. Maintain ultimate responsibility for the grade book, the student’s final grade, or
changing a student’s grade.
13. Meet deadline for submission of the student’s final grade to the Registrar’s Office.
14. Respond to formal grade appeals and honor code violations in a timely manner
according to the College’s Policy.
G.
Responsibilities of the Course Faculty
1. Meet the deadlines for submission of handouts, exam questions and answers, and
other course materials.
2. Follow copyright law including proper referencing of sources, posting copyright
notices and obtaining copyright permissions as needed.
3. Based on consensus reached regarding administration of examinations, be prepared
to administer an examination in which the faculty member has a significant number
of questions.
4. Adhere to the course schedule. Obtain approval from the course director for
scheduling of any outside activities beyond those indicated in the final course
schedule. Obtain approval from the course director for any desired changes to the
final teaching schedule. Inform the course director if allotted time will not be used in
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its entirety, so that the time can be used for other course related activities to enhance
learning.
H.
Honor Code
Preamble
The Honor Code of CHSU is a formal code of conduct that emphasizes the importance of respect,
honesty and integrity, ethical behavior and professionalism that all are held to as students,
faculty and staff. All members of the CHSU community are responsible for maintaining this code
of conduct.
The Honor Code rests on the foundation of four Core Principals. By following these Core
Principles, all members of the CHSU community will build a university of high moral, ethical and
professional standards. All members of the CHSU community will uphold this Honor Code by
following these Core Principles:
1. RESPECT
CHSU is dedicated to teaching, scholarly activity, research and service in a respectful
manner. We respect one another, our supporters, our colleagues and our patients. We
extend respect to all, regardless of race, color, gender, gender identity, age, religion,
national origin, ancestry, citizenship, physical or mental disability, veteran status, or
sexual orientation. We promote good will amongst our diverse population and uphold the
moral integrity and dignity of all. We listen and respect the opinions of others with no ill
will. We value our colleagues, supporters and patients, and strive to act with courtesy, in
a careful and considerate manner with a high degree of professionalism. We value the
privacy of all and will uphold all moral and legal privacy laws. We value the belief system
of all and will respect their autonomy, as well as their customs and beliefs.
2. HONESTY AND INTEGRITY
CHSU is dedicated to teaching, scholarly activity, research and service with honesty and
integrity on campus as well as off. It is our responsibility to hold ourselves personally
accountable to make every decision or action done with honesty and integrity. We are
committed to teaching and scholarly activity in a team-based learning environment, yet
expect individual accountability for honesty and integrity inside the classroom and
outside in the community. Individual work is to be based solely on the effort of the
individual. Team work is to be based on individual contributions from all team members.
All exams, projects, and in-classroom or out of classroom assignments, whether individual
or team-based, is expected to be done with honesty and integrity, and must include
proper referencing of support material.
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3. ETHICAL BEHAVIOR AND LEGAL STANDARDS
CHSU is dedicated to ethical behavior that follows legal standards in teaching, scholarly
activity, research and service. We are committed to following fair practice guidelines and
to displaying ethical behaviors. We comply with and adhere to all federal, state and local
laws and regulations. We encourage all to act ethically on a daily basis and advocate a
culture of ‘doing the right thing and making the best decision’. If the right decision is
unclear, we seek appropriate advice to assist in doing the right thing and making the best
decision.
4. PROFESSIONALISM
CHSU is committed to providing teaching, scholarly activity, research and service in a
dedicated and professional manner. We display professional attitudes, values and
behaviors in the classroom and in the community. We encourage team work and teambased learning, but expect individual accountability and performance at a high ethical and
professional level. We promote teamwork and respect for differing points of views of
team members. We serve as positive advocates for our profession by striving for
excellence in the performance of our duties, while protecting the health and integrity of
our patients. We are environmentally responsible and will provide teaching, scholarly
activity, research and service in a manner that continues to protect our environment now
and in the future.
I.
Personal Accountability and Expectations
All students, staff, faculty and associated persons of the CHSU community are required to
follow all policies, procedures and provisions of the College’s Honor Code. Each individual
of the CHSU community is personally accountable and responsible to maintain an
environment and culture of respect, honesty and integrity, ethical behavior, and
professionalism. We all understand that teamwork is necessary for ensuring and
sustaining a culture that supports these core principles.
Each individual of the CHSU community has the duty to:






Understand and be familiar with the Honor Code;
Uphold the Honor Code in all aspects of our daily lives;
Report Honor Code violations to appropriate personnel;
Always be willing to seek appropriate advice when in doubt;
Cooperate with investigations of Honor Code violations; and
Promote the Honor Code and our culture of high moral integrity, values and professionalism.
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I.
J.
Violations of the Honor Code and Code of Conduct
Personal Accountability and Expectations
All students, staff, faculty and associated persons of the CHSU community are required to follow
all policies, procedures and provisions of the College’s Honor Code. Each individual of the CHSU
community is personally accountable and responsible to maintain an environment and culture of
respect, honesty and integrity, ethical behavior, and professionalism. We all understand that
teamwork is necessary for ensuring and sustaining a culture that supports these core principles.
Each individual of the CHSU community has the duty to:






Understand and be familiar with the Honor Code;
Uphold the Honor Code in all aspects of our daily lives;
Report Honor Code violations to appropriate personnel;
Always be willing to seek appropriate advice when in doubt;
Cooperate with investigations of Honor Code violations; and
Promote the Honor Code and our culture of high moral integrity, values and
professionalism.
K.
Violations of the Honor Code
Offenses that constitute violations of the College Honor Code include, but are not limited to,
plagiarism, cheating, lying, and academic theft.
Plagiarism. Plagiarism is the copying of words, facts, or ideas, belonging to another individual,
without proper acknowledgment. Failure to reference any such material used is both ethically
and legally improper.
Cheating. Cheating includes the deliberate submitting of work that is not one’s own and that
violates faculty instructions for the work; the use of testing materials from past testing periods
as a study guide, unless authorized by the faculty member who created and presented the
material; the possession of written material that are not expressly authorized by faculty
member(s) who creates and administers an examination; the discussion of examination contents
with any other student while taking an examination or test; and the divulging or receiving of any
information on the content or form of any examination that either student has not yet taken. A
student who gives illegal aid shall be considered as responsible as the student who receives it.
Lying. Lying is defined as making a statement that one knows is false or is intended to deceive.
Academic theft is the removal of academic materials, depriving or preventing others from having
equal learning opportunities.
1. Informal Resolution Process for Academic Misconduct
Understanding the serious nature of an Honor Code Violation and its implications, it is the
recommendation of the University that faculty and staff attempt to address questionable behaviors
72
and actions immediately and informally by communicating directly with the student(s) involved,
prior to filing a formal Honor Code Violation Report form. At no point during the informal resolution
process should a faculty member or course director share their suspicions of an Honor Code
Violation with any other faculty or staff members who were not present at the time of the
suspected offense. Communication should only occur between the faculty/course director and
student(s) involved until a warning or formal complaint is issued, at which point the Vice President
for Student Affairs will be informed.
a) Faculty Member/Course Director Responsibilities:
Should an incident arise where a faculty member or course director suspects a violation of the
Honor Code has occurred, the faculty member should address the student in question as soon as
possible.


If a faculty member or course director believes he or she has witnessed a student cheat on
an exam, he or she should discreetly request a meeting with the student immediately after
the exam and state, “It appeared to me that you were cheating on the exam today.” ….
If a faculty member or course director suspects plagiarism or lying has occurred in his or her
course, he or she should meet with the student(s) in question to address the suspected
offense within three school days of knowing or suspecting an alleged incident.
b) Resolution:


The student accepts responsibility for the alleged incident of academic dishonesty
and accepts the sanction(s) as outlined in the Student Handbook.
The student chooses to not accept responsibility for the alleged incident of academic
dishonesty and the faculty member files an Honor Code Violation Report form
requesting further review by the appropriate body.
2. Formal Procedure for referral to the Honor Council
a) Should a faculty member or course director wish to file a formal complaint
alleging a violation of the Honor Code, assuming that a previous attempt to
resolve the issue informally has failed, the faculty member or course director
may report the offense by completing an Honor Code Violation Report form and
submitting it to the Director or Vice President of Student Affairs immediately
and/or within three school days of knowing of or suspecting an alleged incident.
b) Preceptors who believe that they have witnessed or have knowledge of a violation
of the Honors Code should contact the Director of Experiential Education as soon
as possible. Preceptors need only state that they wish to report a possible
violation of the Honors Code, their name and contact information. The Director of
Experiential Education shall follow up by completing an Honor Code Violation form
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and submitting it to the Director or Vice President of Student Affairs immediately
and/or no longer that three school days of being informed of the suspected
violation.
c) Upon receipt of the completed Honor Code Violation form the Director and/or
Vice President of Student Affairs will meet with the accused student to apprise
him or her of allegations.
In cases of academic dishonesty: The student may accept responsibility for the incident of
academic dishonesty and accept the sanction(s) as outlined in the Student Handbook.
The student may choose to not accept responsibility for the incident of academic dishonesty
and request further review by the Honor Council.
In cases of non-academic or professional misconduct: The student may accept responsibility for
the incident, however whether or not he/she does so the case shall still be referred to the
Pharmacy Professionalism Committee for either a hearing, sanctions as determined by that
committee, or other disposition as may be determined by the committee.
3. Overview of Honor Council Procedures
a) Reports of contested academically related alleged violations of the Honor Code will
be submitted by the Division of Student Affairs to the Honor Council Chair who
appoints a faculty or staff member as a “Case Liaison.”
b) The Case Liaison follows up by investigating cases, taking reports from the accuser
and the accused and gathering any other evidence relevant to the report.
c) After the investigation the Case Liaison reports to the Honor Council Chair, to the
Vice President of Student Affairs and to the Director of Student Affairs who
determine that either no basis for the allegations exist, or the allegations are
sufficient to refer to the entire Honor Council for formal review. If a “no basis”
finding is determined, the report is dismissed and all documents are shredded.
d) Cases determined to require a formal review are referred the Honor Council who
will schedule separate meetings with the accuser and his/her witnesses and the
accused with his/her witnesses.
e) After formal review of cases, the Honor Council will render one of two decisions:
a. Dismissal - the majority of the voting members feel that the evidence and
testimony do not meet the standard of “more likely than not” that a violation
occurred.
b. Violation - the majority of the voting members feel that the evidence and
testimony meet the standard of “more likely than not” a violation occurred.
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f) Decisions, including penalties in cases where a violation is found, shall be submitted
in writing by the Honor Council to the Dean of the College of Pharmacy and the Vice
President of Student Affairs.
g) The Vice President of Student Affairs shall notify all pertinent parties of the decision
and penalties.
h) All reports, evidence and other material related to the formal review shall be
maintained in confidential files by the Office of Student Affairs.
i) Unless there are documented reasons (i.e. illness, unavailability of witnesses, etc.)
which must be approved by the Vice President of Student Affairs; the Honor Council
shall have no more than thirty (30 days) from the time the report is submitted to the
Chair to the time it renders and reports its decision.
4. Rights of the Accused
Each student is guaranteed the following rights in connection with Honor Council
Hearings:
a) To be sent notice of the charge and the alleged act(s) or omission(s) upon which the
charge is based at least fourteen (14) calendar days before the hearing date;
b) To produce witnesses, hear all the evidence upon which the charge is based and answer
the evidence through rebuttal (unless the accused fails to attend the hearing after being
sent timely notice to his/her last known address);
c) To remain silent about any incident in which the accused is a suspect on the basis of
self-incrimination;
d) To be considered innocent until proven guilty by a preponderance of the evidence; and,
e) To have the results of the disciplinary matter presented in writing and to have the
opportunity to appeal an adverse decision to the Dean.
5. Sanctions
Sanctions for academic violation of the Honor Council shall be made in accordance with
the following:
First Infraction: The faculty member gives the student an “F” on the paper or examination in
question. This action could result in a final grade for the course at least one letter grade lower
than it would have been.
Second Infraction: A second infraction in either the same or another course results in an
automatic “F” in the course in which the second infraction occurred. The student is dropped
from the course and barred from further class participation. The Dean meets with the student
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involved and apprises him/her of the consequences that includes re-taking the course the next
time it is offered. Assuming no further violations occur, this will require an additional year to
successfully complete the pharmacy program.
Third or Flagrant Infraction: A third or flagrant infraction is grounds for dismissal from the
College. The student involved must appear for a hearing before the Professional and Academic
Standards Committee. Hearing procedures include the basic elements of due process as outlined
in the Honor Council Bylaws. The committee submits recommendations to the Dean.
6. Honor Council Appeals
Students may appeal the decision of the Honor Council to the Dean of the College of Pharmacy
within five (5) days of receiving notification of the Honor Council Decision. After reviewing the
facts the Dean may uphold the decision of the Honor Council or choose to schedule his/her own
hearing for further consideration. In either case the decision of the Dean is final.
Student Status: The status of an accused student will not be changed during the course of the
hearing unless the student is considered dangerous to him or herself and/or to others. The Office
of Student Affairs will guarantee the student’s confidentiality during all stages of the process.
Appeals: Students may appeal the decision of the Honor Council to the Dean of the College of
Pharmacy within five (5) business days of receiving notification of the Honor Council Decision.
After reviewing the facts the Dean may uphold the decision of the Honor Council or choose to
schedule his/her own hearing for further consideration. In either case the decision of the Dean
is final.
J.
Academic Progression Policy
A grade equal to or greater than a C is considered satisfactory performance (passing) for
completion of a course. In order to progress from one semester to the next, students must pass
all courses with at least a grade of C and maintain a minimum cumulative grade point average
(GPA) of 2.0. A student who receives a final grade of one (1) or two (2) F’s in a single semester
will automatically be placed on Academic Suspension, and will not be allowed to progress to any
courses until the student satisfactorily completes the failed courses. Thus the student must take
a leave of absence for one semester before returning to the program to repeat the failed courses.
If the failed course is an elective the student can retake the same elective course or a different
elective course if the failed elective course is not offered. If the student does not satisfactorily
complete any previously failed course by receiving a second F or receiving a D, the student will
be dismissed from the program. A student who receives one (1) D in a single semester may
choose to remediate the course as described below. However, the student must be aware that
76
the program must be completed within five (5) years of the first day of class for each student. A
student who must take more than five (5) years to complete the program will be dismissed from
the program. A student who receives two (2) D’s in a single semester or a student who chooses
not to remediate a D will be automatically placed on Academic Probation and must retake the
course or courses the next time they are offered. The student may progress to courses that do
not require the unsuccessfully completed courses as a prerequisite. A grade of D in a repeated
course will result in dismissal from the program. A student who accumulates more than three
(3) D’s in either a single or several semesters, or who receives three or more (3) F’s in a single
semester will be dismissed from the program.
Formal Academic Advising
1. When an instructor finds that a student has earned a score of less than 75% on the
individual component of the course, the course director must issue an Academic Alert to
the student no later than the following day of instruction in that course. A notice of
academic alert should be sent via email to the student and to the Associate Dean for
Academic Affairs and Assessment. Whenever possible, notice should also be given to a
student in person.
2. Within 72 hours (3 business days) of receiving an academic alert, the student is required
to make an appointment with the course director. At this appointment the course
director and the student will develop a remediation plan.
a. Remediation plans should include suggestions and strategies to improve the
student’s performance. Examples: individual meetings with instructor, tutoring
services, time management and/or study skills.
3. Upon receipt of the Academic Alert Notification Form, the office of the Associate Dean of
Academic Affairs shall arrange a follow-up meeting with the student and the Associate
Dean within 5 business days. The Associate Dean shall ensure that the remediation plan
designed by the course director/faculty member and the student is implemented and
completed.
a. If the remediation plan calls for a tutor, the Office of Student Affairs, working with
the Office of Academic Affairs, will identify an appropriate tutor to meet and work
with the struggling student.
4. The Office of the Associate Dean will notify the student’s faculty advisor of the Academic
Alert so that additional monitoring of student progress can occur. The faculty advisor
77
should arrange additional meetings with the student to discuss any problems that the
student may be having with particular topics until such time as the Academic Alert status
is removed.
5. If during the course of the Academic Alert process, a student fails to respond to meeting
requests or comply with the Remediation Plan, it is the responsibility of the Faculty
Advisor and/or Course Director send the necessary reminders to the student and/or to
notify the Associate Dean.
Academic Alert Status Removal
A student will be removed from Academic Alert status when his or her score on the cumulative
individual component in the course increases to greater than 75%.
It is the responsibility of the course director/faculty to monitor the student’s performance and
notify the student and Associate Dean when an Academic Alert is removed. The Office of the
Associate Dean will notify the student’s faculty advisor.
A student on academic alert who does not raise his or her score to be removed from Academic
Alert by the end of the semester will be placed on academic probation.
Remediation
A student who receives one or two D’s in a single semester will be placed on Academic Probation
and must remediate the course(s) the following summer. The student may progress to courses
that do not require the unsuccessfully completed course as a prerequisite. A grade of D in a
repeated course will result in dismissal from the program. A student who makes an F in a course
must retake the course the next time it is offered or take an approved on-line course. A student
who makes a combined total of three D’s and F’s during the program will be automatically
dismissed, regardless of successful remediation or retaking a course.
Remediation will include a comprehensive examination that covers the material presented
during the course. Remediation may consist of, but is not limited to, self-study, tutoring, and
meetings with the course instructor(s). Satisfactory completion of remediation will be
determined by a score of at least 70 percent on the comprehensive remedial examination. A
grade of C will be reported to the Registrar for the course successfully remediated and will be
used in the calculation of the student’s cumulative GPA. If the student does not successfully
78
complete the remediation, the original D grade will be used in the calculation of the student’s
GPA, and the student will be required to repeat the course the next time the course is offered.
Failure to pass a repeated course, or complete the doctoral program in five consecutive years,
will result in dismissal from the program.
Academic Probation
A student will be placed on Academic Probation if the student: 1) earns two (2) D’s during a single
academic semester; 2) fails to successfully remediate a D grade or chooses not to remediate the
D grade; or 3) has a cumulative grade point average of less than 2.0. The student will be eligible
for removal from academic probation by passing the course or courses in which the student
received the D the next time the course or courses are offered and by maintaining a cumulative
grade point average of at least 2.0. The student may progress to any course that does not require
the unsuccessfully completed course(s) as a prerequisite as described above. Failure to progress
from probation shall result in dismissal from the program.
Academic Suspension
A student who receives one (1) or two (2) F’s during a single academic semester will be placed on
Academic Suspension and may not take any courses until the next time the unsuccessfully
completed courses are offered. The student must also apply for and be approved for a leave of
absence. The student shall be dismissed from the program if the unsuccessfully completed
courses are not successfully completed (with a grade of C or better) the next time they are
offered.
Dismissal
A student will be dismissed from California Health Sciences University College of Pharmacy if any
of the following conditions exist and the Professional and Academic Standards Committee
determines that dismissal is warranted:
1. Failure to meet the requirements for academic progression as stated above for
Remediation, Probation, or Academic Suspension;
2. Failure to meet any terms of Remediation, Probation, or Academic Suspension;
3. Failure to meet the Technical Standards as described in the General Catalog starting on
page 43;
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4. Conduct subject to dismissal as described in the Academic Honesty: Honor Code section
of the Student Handbook;
5. Foregoing an academic semester without obtaining an approved leave of absence;
6. Failure to complete the degree requirements in five consecutive academic years from the
date of the first day the student begins the program. The requirement for completing the
program in five consecutive years may be waived for extenuating circumstances such as
prolonged illness, or the fulfillment of military obligation.
K.
Academic Appeal
Students dismissed from the College may request a hearing to appeal the decision in writing
within thirty (30) calendar days of notification of dismissal to the Dean of the College. The Dean
will render a decision in writing within thirty (30) calendar days of receipt of the formal written
appeal. The Dean’s decision is final. There is no appeal process for students placed on academic
probation.
L.
Student Evaluation of Courses and Instructors
Student evaluation of instruction and courses at CHSU College of Pharmacy currently serves two
purposes:
1. To provide an opportunity for faculty and course improvement through student feedback.
2. To aid in arriving at faculty promotion decisions.
Instruments utilized for student evaluation of courses and instructions have been approved by
the faculty of the College of Pharmacy. See Appendix G for evaluation forms for didactic courses,
classroom instruction, and advanced practice experiences (including preceptor). The
instruments allow students to provide written comments in addition to providing numeric
ratings of predetermined criteria.
Evaluation of courses:
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All didactic courses and pharmacy practice experiences (including preceptor) will be evaluated
each time the course is offered, at its conclusion. Pharmacy practice experiences (both IPPE and
APPE) are evaluated at midpoint as well as at the conclusion.
Process of evaluation:
The Assessment Committee, working in conjunction with Course Directors, is responsible for all
course and instructional evaluation. The evaluation will be conducted in a manner that will
maintain the anonymity of the students and remove the faculty from direct participation in the
process. In the case of either electronic or paper evaluations, student names or identification
numbers will not be linked to their completed evaluations.
Results of evaluation:
Results of evaluations of didactic courses and classroom instruction are compiled into cumulative
reports by the Assessment Committee. Results of evaluations of introductory and advanced
practice experiences (including preceptors) are compiled by the Director of Experiential
Education. The results of these evaluations are distributed to faculty and Department Chairs only
after the conclusion of the semester in which the evaluation occurs and only after assignment of
grades.
Focus groups
Focus groups serve as a means of achieving formative course and instructional evaluation from
students. Each required didactic course has a focus group of four students selected randomly by
student government. Course directors should meet with focus group members per the focus
group operating guidelines (Appendix H).
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APPENDIX A: DESCRIPTION OF COMMITTEE RESPONSIBILITIES
Promotion Committee
The Promotion Committee acts in a peer review capacity to advise the Dean of faculty matters
concerning academic promotion. The Committee evaluates and makes recommendations on
College of Pharmacy candidates for promotion according to the guidelines and standards
established by the College of Pharmacy.
Admissions Committee
The Admissions Committee is responsible for conducting an ongoing review of admissions
policies and procedures, evaluating qualified applicants, and making admission decisions.
Executive Committee
The Executive Committee is a decision-making body and is responsible for advising the Dean on
all administrative and academic matters affecting the College of Pharmacy.
Student Affairs Committee
The Student Affairs Committee coordinates the activities of the various student organizations
and individual classes.
The Committee is responsible for maintaining a Student Activities
Calendar which shall be posted on the College of Pharmacy website, student bulletin boards, and
in the Learning Management System.
Curriculum Committee
The Curriculum Committee is charged with the responsibility of reviewing and approving all
courses, evaluating curriculum effectiveness, and recommending curricular changes when
appropriate The functions of the Committee are to initiate and act upon items from within or
outside its own membership and consider and bring to the faculty for approval recommendations
concerning curriculum, course content revisions, course designations, course prerequisites,
college requirements for pre-professional curricula, and changes and requirements for
professional degrees. After faculty approval of curricular changes, final endorsement is given by
the Dean of the College of Pharmacy and the President of the University.
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Assessment Committee
The Assessment Committee is responsible for assessing patterns of student and alumnae
performance on a range of educational outcomes with the goal of gathering information for
programmatic improvements. Membership consists of the Associate Dean for Academic Affairs
and Assessment, representatives from the Office of Experiential Education, Office of Student
Affairs and Admissions, academic departments, one or more students and alumni. The Dean
appoints the Chair and Vice-Chair of the Committee and the members of the Committee annually.
Academic Performance and Standards Committee
The Committee on Academic Performance and Standards is empowered to act for the faculty
regarding requests for readmission to the College of Pharmacy following academic dismissal and
consideration of grade appeals. The Committee advises the faculty regarding academic
regulations of the College of Pharmacy.
Awards Committee
The Awards Committee is responsible for recommending recipients for awards based on scholarly
activities or other special requirements.
Education Resources Committee
The Education Resources Committee is advisory to the faculty and serves as a forum for faculty
input in the areas of drug information, information technology, educational media, and library
services. This Committee assures the service areas above support the College of Pharmacy’s
academic and research programs.
Continuing Education Committee (To be added)
The Continuing Education Committee assists the Director of Continuing Education in planning
and implementing continuing education programs sponsored or cosponsored by the College of
Pharmacy. All continuing education activities, including certificate programs, are coordinated
through this Committee. The Committee is responsible for assisting the Director in maintaining
the approved provider status of the College of Pharmacy by the Accreditation Council for
Pharmacy Education.
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Pharmacy Professionalism Committee
The Pharmacy Professionalism Committee is responsible for monitoring and developing policies
and strategies to ensure and enhance student professionalism. It also handles disciplinary
matters regarding the non-academic judicial procedures as described in the Code of
Professional Conduct.
Environmental Health and Safety Committee
The responsibility of the EHS Committee is to develop, implement and monitor the University’s
health and safety program. Typical duties of Committee members include (a) workplace selfinspections; (b) accident investigations; (c) developing safe work practices; (d) developing
written safety programs and policies; and (e) facilitating ongoing safety training for students,
faculty and staff.
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APPENDIX B: PROMOTION CHECKLISTS
1.
For the Candidate
The dossier must include:
Most recent curriculum vitae.
Copies of the title page or first page (including abstract) of publications.
Summary of student and peer evaluations of teaching.
_______
Copies of original reports of student and peer evaluations of teaching.
Cumulative goals and objectives
Other documentation supporting performance levels achieved in teaching, research or
scholarly activity, and service per the evaluation criteria.
Candidate’s letter addressing the following:
Performance levels achieved (distinguished, excellent, good, adequate) in three
areas: teaching, research or scholarly activity, and service.
Detailed justification of performance levels indicated.
A summary of degree to which goals and objectives were met.
Names of five potential external reviewers.
Reviewers are recognized as experts in their fields.
Reviewers are from a similar work setting as the candidate.
At least three reviewers hold academic appointments at a school of pharmacy
and are at the same or higher rank as candidate.
Reviewers were contacted by candidate to determine willingness to review.
_______
Completed check-list.
2. For the Department Chair
Prepare a written letter of recommendation addressed to the Chair of the Promotion
Committee:
85
Letter consists of a detailed justification of the recommendation addressing the
candidate’s performance in teaching, research or scholarly activity, and service.
Letter summarizes degree to which goals and objectives were met.
Candidate is provided a copy of letter of recommendation.
Forward the following materials to the Promotion Committee:
Candidate’s dossier.
Your letter of recommendation.
_______
Completed check-list from candidate and Department Chair
3. For the Promotion Committee
Memo sent to Department Chairs regarding promotion schedule.
Includes the date by which the candidate’s dossier should be submitted to the
Promotion Committee
Reminds Department Chairs to set an internal/departmental date to allow
sufficient time for their own review of the candidate’s dossier.
Memo sent to Dean listing faculty requesting promotion
Outside reviewers selected and contacted.
Three reviewers selected from the list provided by the candidate.
The following materials duplicated and sent to outside reviewers, along with a
letter from the Promotion Committee chair requesting the review. The letter
will state that their review will be held in confidence and only reviewed by
members of the Promotion Committee and the Dean of the College:
CHSU promotion policy.
Candidate’s letter of justification.
Curriculum vitae.
Copies of original reports of student and peer evaluations of teaching.
_____ Copies of the title page or first page of all publications.
86
Committee deliberation.
Each dossier and Department Chair’s recommendation is reviewed by all
Committee members.
Committee deliberation completed.
Committee recommendation.
Written letter from the Chair of the Promotion Committee addressed to the
Dean.
Letter consists of a detailed justification of the Committee’s recommendation.
Copy of letter given to the candidate.
Copy of letter given to the candidate’s Department Chair.
Materials forwarded to the Dean:
Letter from the Chair of the Promotion Committee.
Candidate’s dossier.
Recommendation letter from the Department Chair.
_____ Letters from outside reviewers.
_____ Completed check-list from candidate and Department Chair
_____ Completed check-list from Promotion Committee
87
APPENDIX C: PEER EVALUATION FORMS
Peer Review of Classroom Teaching
The process* for peer review of classroom teaching consists of four parts:
1.
Pre-observation
This involves obtaining information from the instructor in advance of the review. The information
helps the reviewer frame what will be observed within the context of the entire course. It also
allows the instructor to communicate important information about areas for which specific input is
requested and other pertinent information.
2.
Observation
An observation form has been provided to assist the reviewer in recording specific observations at
the time they occur and to situate them into one of four main areas: teaching methods,
presentation content, presentation skills and interaction with students. Prompts at the bottom of
the form provide examples of activities to note in each of the four areas. These are only examples,
and other activities may be noted.
3. Reviewer recommendations
After completing the observation form, the reviewer provides recommendations in each of the four
areas regarding effective aspects that should continue to be utilized and suggestions for
improvement. The reviewer also provides a rating of effectiveness in each area. This is followed by
an overall rating of the effectiveness of the teaching that was observed. Space for any additional
comments is also provided.
4.
Peer review team meeting and recommendations
Both members of the peer review team meet to share the information gathered in steps 1-3 above.
A discussion of commonalities and differences in their individual observations and
recommendations is held. The chair of the peer review team prepares a joint report summarizing
their findings and suggestions for development. Completed paperwork from both reviews is
attached as supporting documentation.
*Throughout the description of the process and the forms, the term instructor is used to refer to the
faculty member being peer reviewed. The term reviewer is used to refer to a member of the peer
review team.
88
Peer Evaluation
Classroom Teaching
Directions:
One week in advance of the date you plan to conduct the peer review observation, inform the
instructor. Obtain the answers from the instructor to the pre-observation questions listed below.
(This can be obtained by written or electronic correspondence.) Attach the completed preobservation form to this peer review form.
Pre-observation questions (to consider):
1. What objectives do you anticipate covering for the presentation that will be observed?
2. What are your plans for achieving these objectives?
3. What teaching/learning activities will take place?
4. What have students been asked to do in preparation for this class?
5. Will this class be typical of your teaching style? If not, why?
6. Is there anything in particular you want me to focus on during the observation?
7. Are there other things that I should be aware of prior to the observation?
8. In advance of the presentation, please provide any handouts you intend to use, a copy of the
course syllabus, and test questions pertaining to the presentation. In the event test questions
have not been prepared in advance of the presentation, please indicate the date they will be
provided.
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PEER EVALUATION FORM FOR CLASSROOM TEACHING
NAME OF FACULTY EVALUATED:
COURSE TITLE AND PRESENTATION EVALUATED:
DATE OF EVALUATION:
NAME OF PEER REVIEWER:
SCALE: STRONGLY AGREE (SA) AGREE (A) DISAGREE (D) STRONGLY DISAGREE (SD)
NOT APPLICABLE (NA)
A. PREPARATION AND CONTENT
1. Students are provided with a learning guided handout before class.
NA SD D A SA
2. Guided learning handouts are consistent with content covered.
NA SD D A SA
3. Learning objectives indicate necessary depth of understanding of
course material.
NA SD D A SA
4. Required readings are provided and are reasonable in amount.
NA SD D A SA
5. The class is well organized.
NA SD D A SA
6. Application activities are relevant and well-designed
NA SD D A SA
7. RATS and/or Exam questions correspond to the stated objectives.
NA SD D A SA
B. DELIVERY AND INTERACTION WITH STUDENTS
1. Speaks clearly and effectively.
NA SD D A SA
2. Answers questions well.
NA SD D A SA
3. Has poise in teaching.
NA SD D A SA
4. Demonstrates an interest in presenting the materials.
NA SD D A SA
5. Motivates students to become involved with the material.
NA SD D A SA
6. Engages students in didactic dialog to clarify concepts and elaborate on
content.
NA SD D A SA
7. Displays an adequate as well as up-to-date knowledge of course content.
NA SD D A SA
8. Is able to convey information to students in an understandable manner.
NA SD D A SA
9. Encourages students to pose questions regarding course content.
NA SD D A SA
10. Responds to student questions in a manner that facilitates learning.
NA SD D A SA
Overall rating of PREPARATION:
Poor Fair Good Excellent
Overall rating of DELIVERY:
Poor Fair Good Excellent
Overall rating of STUDENT INTERACTIONS
Poor Fair Good Excellent
Overall quality of TEACHING:
Poor Fair Good Excellent
Comments:
Additional comments: Include any additional observations and recommendations you have. Please
comment on test questions, whether they reflect presentation objectives and what type of learning the
questions are addressing per Bloom’s taxonomy (knowledge, understanding, application, synthesis, or
evaluation).
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Peer Review of Advanced Pharmacy Practice Experience Teaching
The process* for peer review of APPE teaching consists of three parts:
1. Pre-observation
This involves obtaining information from the instructor in advance of the review. The information
helps the reviewer frame what will be observed within the context of the APPE. It also allows the
instructor to communicate important information about areas for which specific input is requested
and other pertinent information.
2. Reviewer recommendations
After completing the APPE site visit and instructor observation, the reviewer provides observations
and recommendations in each of the three areas: preparation, interaction with students, and
practitioner/role model. Comments should reflect effective aspects of the APPE that should
continue to be utilized and suggestions for improvement. The reviewer also provides a rating of
effectiveness in each area and an overall rating of the teaching observed. Space for any additional
comments is provided.
3. Peer review team meeting and recommendations
Both members of the peer review team meet to share the information gathered in steps 1 and 2
above. A discussion of commonalities and differences in their individual observations is held. The
chair of the peer review team prepares a joint report summarizing the findings and suggestions for
development. Completed paperwork from both individual reviews should be attached as supporting
documentation.
*Throughout the description of the process and the forms, the term instructor is used to refer to the
faculty member being peer reviewed. The term reviewer is used to refer to a member of the peer
review team.
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Peer Evaluation Pre-observation Form
Advanced Pharmacy Practice Experience
NAME OF FACULTY OBSERVED
_____________________________________________
APPE EVALUATED
_____________________________________________
SITE
_____________________________________________
DATE OF EVALUATION
_____________________________________________
EVALUATOR
_____________________________________________
Directions:
Coordinate with the instructor the date you plan to conduct the peer review observation at least one
week in advance. Obtain the answers from the instructor to the pre-observation questions listed below.
(This can be obtained by written or electronic correspondence.) Attached the completed preobservation form to the peer evaluation form)
Pre-observation questions:
1.
Briefly describe your clinical practice site.
2.
What are your overall objectives for the APPE? Provide a copy of your site-specific APPE
syllabus.
3.
Describe a student’s typical day during your APPE.
4.
What teaching/learning activities will take place during the observation?
5.
What are students required to complete in preparation for your APPE?
6.
What is your APPE teaching philosophy?
93
7.
Is there anything in particular you want me to focus on during the observation?
8.
Are there other things that I should be aware of prior to the observation?
94
Peer Evaluation Form
Advanced Pharmacy Practice Experience
Please comment on the items listed below as well as other items related to the topic. This form is
meant to be a guide. If a question does not apply, please write “NA”.
Observations: The reviewer should cite specific observable behaviors that relate to the teaching and
learning process for which the faculty member has demonstrated evidence of achievement.
Recommendations: For each listed area, please review your observations. Provide
recommendations regarding effective aspects that should be continued to be utilized and
suggestions for improvement.
PREPARATION
1. Planning and organization of the APPE
 Activities and exercises (rounds, student presentations) are conducive to learning
 Topics and points of discussion aim to increase the student’s knowledge
 Engage students in a variety of challenging assignments (i.e., projects, presentations,
writing, etc.)
 Assignments clearly encourage and demonstrate student progress and learning
 The activities of the APPE are scheduled in an organized and logical fashion consistent with
course objectives and overall curriculum.
 Evidence of ongoing assessment and improvement of the APPE are present
Observations:
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Recommendations:
__________________________________________________________________________________
95
_____________________________________________________________________________________
_____________________________________________________________________________________
Objectives of APPE



The students are provided with objectives for APPE during orientation.
The students are provided a current syllabus containing the goals, objectives, and grading
system of the APPE
APPE objectives are realistic, measurable, derived from program outcomes
Observations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Recommendations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Content of APPE
 Encompasses the contemporary body of knowledge generally experienced in the particular
APPE
 Includes up-to-date material and the faculty displays pertinent areas of expertise
 Demonstrates proficiency at clinical skills which he/she is teaching
 Demonstrates the ability to teach and guide students in acquiring clinical skills
 Teaching techniques are appropriate to the objectives
 Medication therapy management principles and skills (identification and resolution of
medication related problems) are emphasized and assessed
 If utilized, examinations correspond to the stated objectives and are representative of the
APPE
Observations:
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
Recommendations:
___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Rating of Preparation (circle one number)
1
Not at all effective
2
3
Adequate
4
5
Extremely effective
INTERACTIONS WITH STUDENTS





Motivates, encourages, and guides critical thinking and stimulates participation in APPE
activities
Demonstrates a rapport with students and manages students well
Maintains a high level of on-task behavior of students
Responds to student questions fairly and is interested in providing thoughtful responses.
Handles incorrect student responses in a manner that facilitates learning
Observations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
97
Recommendations:
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Rating of Interactions with Students (circle one number)
1
Not at all effective
2
3
Adequate
4
5
Extremely effective
PRACTITIONER / ROLE MODEL
1. Understanding the Material
 Displays adequate and up-to-date knowledge of therapeutics issues
 Able to direct the student in delivering medication therapy management
 Able to convey knowledge to students in an understandable manner
Observations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Recommendations:
_____________________________________________________________________________________
_____________________________________________________________________________________
98
2. Mentoring Skills
 Demonstrates an interest in listening to student presentations
 Asks questions which require the use of higher thinking skills
 Reinforces the concept of active learning
 Presents material in a way that is relevant to the practice of pharmacy
 Is an example of a professional role model in dealing with patient and other healthcare
professionals
Observations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Recommendations:
_____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
Rating of Practitioner/Role Model (circle one number)
1
2
Not at all effective
3
4
Adequate
5
Extremely effective
Overall rating of teaching observed (circle one number)
1
Not at all effective
2
3
Adequate
4
5
Extremely effective
Additional comments: Include any additional observations and recommendations you have.
Forms adapted from Chism, NV. Peer Review of Teaching a Sourcebook. Anker Publishing Company,
Inc., Bolton, MA. 1999, p 75-99
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APPENDIX D: MENTEE PROGRESS REPORT
MENTEE:__________________________
DATE:_______________
MENTOR:___________________________
(To be completed jointly by the mentor and mentee at midpoint and end of mentoring. Submit completed report
to the mentee’s department chair.)
Directions: Listed below are the intended outcomes of the mentoring program. Please use the scale below to rate
the mentee’s progress in the applicable mentoring area. Then for the area summarize strengths or
accomplishments followed by areas for improvement and plans to accomplish this.
Poor
1
Less than Adequate
2
Adequate
3
More than Adequate
4
Excellent
5
At this point in time how would you rate the mentee’s progress?
1.
Understanding of academic responsibilities in applicable area (teaching, research or service).
(Circle applicable level.) 1
2
3
4
5
Strengths:
Areas for improvement and plans:
2.
Developing and improving expertise in applicable area (teaching, research or service)
(Circle applicable level.) 1
2
3
4
5
Strengths:
Areas for improvement and plans:
100
3.
Strengthening candidacy for promotion/tenure
(Circle applicable area.)
1
2
3
4
5
Strengths:
Areas for improvement and plans:
4.
Awareness of funding opportunities for grants and contracts to conduct research.
(Circle applicable area.)
1
2
3
4
5
N/A
Strengths:
Areas for improvement and plans:
5.
Awareness of importance of serving on Department, School or University committees.
(Circle applicable area.)
1
2
3
4
5
N/A
Strengths:
Areas for improvement and plans:
101
6.
Understanding of the School and University infrastructure with respect to applicable area
(teaching, research or service).
(Circle applicable area.)
1
2
3
4
5
Strengths:
Areas for improvement and plans:
7.
Clinical faculty only: Achievement of proper and appropriate balance of academic and practice
responsibilities.
(Circle applicable area.)
1
2
3
4
5
Strengths:
Areas for improvement and plans:
8.
Please use the additional page after signatures and dates for any additional information regarding
the mentee’s progress.
________________________________
(Mentor signature)
________________________________
(Mentee signature)
________________________________
________________________________
Date
Date
102
Additional notes regarding the mentee’s progress:
103
APPENDIX E: EVALUATION OF MENTORING PROGRAM
(To be completed by the mentee at the conclusion of the academic year.)
Directions: Listed below are the intended outcomes of the mentoring program. Please use the scale
below to rate how well the mentoring process has assisted you in achieving these outcomes.
Poor
1
Less than Adequate
2
Adequate
More than Adequate
3
4
Excellent
5
How would you rate the mentoring process in each area:
Please circle:
1. Increasing understanding of academic responsibilities.
1 2 3 4 5
2. Developing and improving expertise in teaching.
1 2 3 4 5
3. Developing and improving expertise in research.
1 2 3 4 5
4. Developing and improving expertise in service.
1 2 3 4 5
5. Stimulating professional growth and development to strengthen
candidacy for promotion.
1 2 3 4 5
6. Increasing awareness of funding opportunities for grants and
contracts to conduct research.
1 2 3 4 5
7. Increasing awareness of importance of serving on department or
College committees.
1 2 3 4 5
8. Increasing understanding of the College Infrastructure.
1 2 3 4 5
9. Clinical faculty only: Achieving proper and appropriate
balance of academic and practice responsibilities
1 2 3 4 5
10. Please provide any additional information about your experiences with the mentoring program.
(Please use extra pages if needed.)
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APPENDIX F: Honor Code Violation Report Form
105
106
APPENDIX G: STUDENT EVALUATION OF COURSES AND FACULTY
1: Course Evaluation Form
Evaluation of Course by the Students
Course:
Semester/Year:
Content area:
1. Design of Course Learning Outcomes
A. Outcomes were not clear. Rather than focusing on major topics and concepts, the course
instructors focused on insignificant details. There were too many outcomes, making it difficult to
know what was important. The outcomes were irrelevant to course topics.
B. Outcomes were clear and focused on major topics and concepts. Course instructors taught to
these outcomes. However, there were too many outcomes, which made it difficult to know
which outcomes were most important and relevant to the course.
C. Outcomes were relevant to course topics, although they were not clearly stated and focused on
insignificant details rather than major topics and themes.
D. Outcomes were clearly defined and focused on fundamental concepts rather than insignificant
details. Outcomes were relevant to course content.
2. The course emphasized fundamental concepts
A. The course did not emphasize the fundamental concepts necessary to understand course
material. Furthermore, the concepts and principles presented were not clearly related to the
Course Learning Outcomes for the course.
B. The course emphasized the fundamental concepts necessary for understanding the course
topics. However, the relevance and applicability of the concepts to pharmacy were not made
clear.
C. The course emphasized the fundamental concepts necessary for understanding the course
topics. However, the relevance and applicability of the concepts to pharmacy were not always
made clear.
D. The course emphasized the fundamental concepts necessary to master the course topics.
Furthermore, it was made clear as to why the course concepts are relevant and applicable to the
field of pharmacy.
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3. The course helped develop skills/techniques and attitudes related to pharmacy practice
A. The course did not provide opportunities for the development of skills, techniques and attitudes
related to practicing pharmacy in a compassionate manner.
B. The course provided a few opportunities to develop the skills, techniques and attitudes related
to practicing pharmacy in a compassionate manner.
C. The course provided opportunities to develop the skills, techniques and attitudes related to
practicing pharmacy in a compassionate manner.
D. The course provided ample opportunities to develop the skills, techniques and attitudes related
to practicing pharmacy in a compassionate manner.
4. Organization and execution of the course syllabus
A. The course was poorly organized due to missing topics from the syllabus and the order of
presentation of topics deviated significantly from the list given in the syllabus.
B. The course was disorganized due to the presentation of topics deviating from the order listed in
the syllabus resulting in some topics not being presented during the course.
C. The course was organized but there some deviations in the order of presentation of topics from
that listed in the syllabus resulting in some topics being rushed through too quickly.
D. The course was well organized with course topics being presented in the order listed in the
syllabus; the presentation of course topics did not deviate from the list in the syllabus and none
of the topics were skipped or rushed through.
5. Guest Presenters
A. Guest presenters were not used in this course.
B. The participation and involvement of guest presenters in the course caused confusion in course
organization or continuity. Guest speakers did not use TBL methodology in the presentation of
their topic.
C. The participation and involvement of guest presenters did not enhance my learning. The guest
presenters attempted to use TBL methodology, but were unsuccessful in executing TBL.
D. The guest presenters who participated in the course were experts in their field who enhanced
my learning as they successfully used TBL methodology.
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2: Faculty Classroom Teaching Evaluation Form
Teaching Evaluation of Faculty by the Students
Course:
Semester/Year:
Instructor:
Content area:
1. Was a Study Guide provided?
A. Study guide material was not provided.
B. Study guide material was provided but it was not necessary to go through the material to
prepare for class.
C. Study guide material was provided but it took, on average, greater than 2 hours of preparation
time per week for each unit of credit to get through the material.
D. Study guide material was provided and it took, on average, about 2 hours of preparation time
per week for each unit of credit to get through the material.
E. Study guided material was provided and it took, on average, less than 2 hours of preparation
time per week for each unit of credit to get through the material.
2. Was the Study Guide helpful to understanding concepts?
A.
B.
C.
D.
E.
Study guide material was not provided.
Study guide material was not helpful in understanding the key concepts.
Study guide material was somewhat helpful but not related to the course learning outcomes.
Study guide material was helpful but only somewhat related to the course learning outcomes.
Study guide material was helpful and related to the course learning outcomes.
3. Was the provision of the Study Guide timely?
A.
B.
C.
D.
E.
No study guide material was provided
The study guide material was provided less than one day (24 hours) in advance of class time.
The study guide material was provided between 3 to 1 days (72 to 24 hours) prior to class time.
The study guide material was provided between 6 to 3 days (144 to 72 hours) prior to class time.
The study guide material was provided greater than 6 days prior to class time.
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4. Was the faculty member organized for class time?
A. There were often not enough copies of materials for class activities and they were often not ready
for distribution.
B. There were enough copies of materials for class activities but they were often not ready for
distribution.
C. There were often not enough copies of material for class activities but they were ready for
distribution.
D. Materials for class activities were ready for distribution although occasionally there were not enough
copies.
E. There were enough copies of materials for class activities and they were ready for distribution.
5. Was the faculty member on time to class?
A. The faculty member was generally late and when on time was not ready to begin class on time.
B. The faculty member was generally on time for the start of class but was not prepared to begin class
on time.
C. The faculty member was occasionally late for class and occasionally was not prepared to begin class
on time.
D. The faculty member was on time for class but rarely was prepared to start class on time.
E. The faculty member was always on time for class and always started class on time.
6. Were the Readiness Assurance Tests (RATs) meaningful?
A. RATs focused primarily on details rather than general key concepts.
B. Although the RAT questions were generally easy they focused on concepts and details not
related to the course learning outcomes.
C. RATs focused primarily on general key concepts but the questions were so complicated that I
felt more confused than reassured of readiness for application exercises.
D. RATs focused primarily on general key concepts but the questions were too easy resulting in
little discussion during TRATs.
E. RATs focused primarily on general key concepts while generating good team discussion during
TRATs.
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7. Was I challenged by clinically relevant application exercises that increased my problem solving
skills?
A. The faculty did not challenge us with clinically relevant application exercises and therefore we
did not have an opportunity to discuss solutions to clinically relevant problems in class.
B. The faculty rarely challenged us with clinically relevant application exercises so that we had only
a few opportunities to discuss solutions to the problems posed in the application exercises.
C. The faculty often challenged us with clinically relevant application exercises so that we had
some opportunities to discuss solutions to the problems posed in the application exercises;
however, the faculty provided little guidance in how to approach solving the problem.
D. The faculty often challenged us with clinically relevant application exercises so that we had
some opportunities to discuss solutions to the problems posed in the application exercises;
however, the faculty provided some guidance in how to approach solving the problem.
E. The faculty challenged us with clinically relevant application exercises so that we had ample
opportunities to discuss solutions to the problems posed in the application exercises; and the
faculty provided guidance as to how to approach solving clinical problems.
8. Was the material provided for course topics related to practical pharmacy situations?
A.
B.
C.
D.
E.
The course material was neither realistic nor related to pharmacy situations.
The course material was realistic but was not related to pharmacy situations.
The course material was realistic and related to healthcare but not to pharmacy situations.
The course material was realistic and related to healthcare and pharmacy situations.
The course material was realistic and related to healthcare and pharmacy, but when not related
to pharmacy it was clearly explained how the material related to pharmacy situations.
9. Was time allocated during class periods for application exercises?
A. The faculty member spent class time delivering lectures leaving no time for working on
application exercises.
B. The faculty member spent most class periods lecturing leaving little time for working on
application exercises.
C. About half of the class periods had time allocated for working on application exercises.
D. Most class periods had time allocated for working on application exercises.
E. Each class period had time allocated for working on application exercises.
10. Were application exercises related to the Course Learning Outcomes?
A. Application exercises were not used in the course.
B. Application exercises were not related to the Course Learning Outcomes outlined in the
syllabus.
C. Application exercises were inconsistently used in class resulting in confusion as to how they
were related to the Course Learning Outcomes.
D. Application exercises were sometimes related to the Course Learning Outcomes.
E. Application exercises were clearly related to the Course Learning Outcomes.
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11. Did the faculty member successfully facilitate class discussions?
A. The faculty member did not use discussions during class time as a teaching tool.
B. The faculty member was unable to facilitate classroom discussion.
C. The faculty member poorly managed classroom discussions resulting in misunderstanding rather
than a clear understanding of the course material.
D. The faculty member encouraged and facilitated class discussion although management of the
discussions needed some improvement to increase efficiency.
E. The faculty member efficiently facilitated classroom discussion and managed to maintain control
of the process.
12. Did the faculty member summarize the concepts presented in the class period at the end of the class
time?
A. The faculty member did not summarize the concepts illustrated in the application exercises at the
end of the class period resulting in confusion as to whether I fully understood the concepts.
B. The faculty member sometimes summarized the concepts presented during the class period
resulting in greater understanding of those topics and incomplete understanding of the concepts not
summarized.
C. The faculty member often, but not always, summarized the concepts presented during the class at
the end of the class period.
D. The faculty member always summarized the concepts presented during the class at the end of the
class period although the summaries were not always clear.
E. The faculty member always clearly summarized the concepts presented during the class at the end of
the class period which increased my understanding of the topic.
13. Did the faculty member listen to the thoughts, opinions and questions of students in the class?
A. The faculty member had no interest in the thoughts, opinions or questions of students.
B. The faculty member showed some ability to listen to the thoughts, opinions and questions of
students.
C. The faculty member showed interest in what students had to say or ask although the faculty
member did not always respond to the student.
D. The faculty member showed interest in what students had to say or ask although the faculty
member occasionally embarrassed the student with a condescending response.
E. The faculty member listened patiently to the thoughts, opinions and questions of students and
then responded with carefully constructed responses that carefully corrected errors without
insulting the student.
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14. Did the faculty member provide timely feedback for assignments and applications?
A. The faculty member did not provide feedback in any form to students for assignments and
applications.
B. The faculty member provided feedback to students for assignments and applications although it
took over a week to provide the feedback or the feedback was just prior to an examination.
C. The faculty member provided feedback to students for assignments and applications although it
took 5 to 7 days to provide the feedback.
D. The faculty member provided feedback to students for assignments and applications although it
took 3 to 5 days to provide the feedback.
E. The faculty member provided feedback to students for assignments and applications although it
took over a week to provide the feedback or the feedback was just prior to an examination.
15. Did the feedback from the faculty member help you understand the concepts?
A. The faculty member did not provide any feedback.
B. The feedback provided by the faculty member did not help me understand the concepts but
rather increased my confusion regarding the concepts.
C. The feedback provided by the faculty member helped increase my understanding of the
material for less than half of the topics.
D. The feedback provided by the faculty member helped increase my understanding of the
material for greater than half of the topics.
E. The feedback provided by the faculty member helped increase my understanding of all of the
topics presented during class periods.
16. Was the faculty member available outside of class?
A. The faculty member was not available outside of class either by appointment or email.
B. The faculty member was not available during posted office hours, did not allow appointments to
be made nor answered emails.
C. The faculty member was not available during posted office hours, constantly cancelled or rescheduled meeting appointments although the faculty member answered emails.
D. The faculty member was generally available during posted office hours, generally kept
scheduled appointments and answered emails.
E. The faculty member was always available during office hours, kept scheduled appointments and
answered emails in a timely manner.
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17. Was the faculty member able to make use of classroom technology to deliver course content?
A. The faculty member did not know how to use classroom technology to deliver course content.
B. The faculty member had a rudimentary understanding of how to use classroom technology to
deliver course content.
C. The faculty member had a fairly good understanding of how to use classroom technology to
deliver course content.
D. The faculty member had a good understanding of how to use classroom technology which
enhanced my ability to understand the course concepts being presented.
E. The faculty member made efficient use of classroom technology to deliver course content which
enhanced my understanding of the concepts that were presented in the course.
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APPENDIX H: FOCUS GROUP OPERATING GUIDELINES
Content and Purpose:
Focus group meetings will typically center on discussion of issues related to three areas: student
understanding of course material, teaching methods, and classroom management. The purpose of focus
group meetings is for students and faculty to obtain candid feedback for improving student and teacher
performance in a particular course.
Recommended format:
Leadership. The faculty member in charge of the course will serve as the focus group leader. The leader
draws up the agenda for all meetings. Focus group members can submit items for inclusion on the
meeting agendas. The leader contacts focus group members to solicit items for the meeting agenda and
arrange meeting times. In team-taught courses, the leader may request other faculty in the course
attend the focus group meetings.
Meetings. The leader should plan to meet with the focus group for approximately 30 minutes, weekly.
Meetings can be shortened or canceled in the event the faculty and student members of the focus
group have no issues for discussion. Meetings can also be scheduled more frequently if needed.
Recommended code of conduct:
Student focus group members and the faculty member should agree to the following:
Attend meetings regularly.
Check e-mail regularly for focus group communication.
Present issues in advance for inclusion on the agenda.
Be prepared to inform others and gather data when asked— (So that the opinions of other students
regarding specific issues can be brought to the group when needed.)
Criticize ideas, not people.
Keep an open mind.
No reprisals for candor.
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APPENDIX I: FACULTY INFORMAL GRIEVANCE FORM (STAGE 1)
California Health Sciences University (CHSU)
College Informal Grievance Form (Stage 1)
The information specified below is required in order to document the initiation and outcome of the
informal grievance process for college members at the CHSU, College of Pharmacy. Additional
documentation will be needed if you decide to pursuit a formal grievance with the College Grievance
Committee (CGO).
Reason for Grievance:
☐ Violation of administrative of policies
☐ Inequitable treatment by the administrator in relation to others
☐ Adverse working conditions that impedes the grievant’s professional development or
personal well-being
I.
Parties Involved
Person Placing Complaint (Grievant)
Title or Rank
Department
Contact Information
Person Grievance is Against (Respondent)
Title or Rank
Department
Name of Administrator to Whom
Respondent Reports
Title
Person Receiving the Grievance
(Administrator)
Title or Rank
Department
II.
Date the Grievance Arose
Date of the occurrence of the grievance:
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III. Additional Volunteer Information
(Note: If you wish, you may include additional information in writing at this time. However, this is
an informal procedure, and you may choose to narrate the facts of your grievance to your
administrator. Written information will be required in the event of filing a Formal Grievance.
a) The specific policy or established procedure that has been allegedly violate.
b) Explain how you feel that this issue and/or condition might be detrimental to your professional
career or personal well-being.
IV.
Signature and Submission
_______
Date
Signature of Grievant
______
Date
Signature of Administrator
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V.
Date of informal resolution between the grievant and respondent: _______________
VI.
A detailed report of the informal resolution process (To be completed by the respondent).
VII.
Signature and Submission
By the signatures below, the proposed and reviewed by both the grievant and respondent. The grievant
has the right to agree or file a formal grievance procedure.
Signature of Grievant
______________
Date
Signature of Respondent
_______________
Date
Signature of Administrator (mediating this grievance)
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____________
Date
APPENDIX J: COLLEGE FORMAL GRIEVANCE FORM (STAGES 2 AND 3)
California Health Sciences University (CHSU)
College Formal Grievance Form (Stages 2 and 3)
The information specified below is required in order to initiate the formal grievance process for faculty,
administrators and academic staff at the CHSU, College of Pharmacy. Attach only that documentation
that you believe will assist in the submission and review processes of this Grievance.
Documentation check list:
☐ A copy of the completed Faculty Informal Grievance Form
☐ Pertinent evidence and documents
I.
a) Date of original grievance:
______________
b) The specific policy or established procedure that has been allegedly violated.
c) The specific working conditions impeding professional development or personal well-being
d) Date of unsuccessful resolution of informal process:
II.
______________
Documentation in Writing
Provide the following documentation in writing under the titles indicated below.
a)
Justification: Explain how you believe that this issue and/or condition might have been
detrimental to your professional career or personal well-being.
b)
Facts: The facts relevant to the alleged violation (facts only, no personal feelings):
c) Informal Resolution Report: A detailed report of the informal resolution process, including all
applicable evidence and documentation.
d) Witnesses: (may add more witness if needed):
Witness 1
Title or Rank
Department
Witness 2
Title or Rank
Department
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e) What action do you suggest be taken to remedy or relieve the issue or condition?
III. Signature and Submission
By my signature below, I do hereby authorize and give my consent to the designated institutional officials
to commence with the formal grievance process as described in the College Grievance Policy. I authorize
the institution to use whatever information may be obtained with respect to this grievance in any legal or
formal grievance proceedings that may involve the issues contained herein. I also understand that the
information regarding my grievance may be shared with appropriate institutional officials in order to
acquire sufficient information with respect to the investigation as well as any follow-up activities that may
be required in relation to the institution’s response to my grievance. I understand that any material
submitted or gathered which relates to this grievance may become part of the grievance record and will
be made available to all parties necessary to bring this matter to final determination. I affirm that I have
read the above grievance and that it is true to the best of my knowledge, information and belief
Signature of Grievant
IV.
Date
Check List for the College Grievance Committee (To be completed by the CGC)
a) Submission of the College Formal Grievance Form by the grievant within 10 business days of
unsuccessful resolution of informal process.
☐ Yes ☐ No
b) Submission of a copy of the grievance and any supporting documents submitted with the
grievance to the respondent.
☐ Yes ☐ No
c) Submission of relevant documents by the respondent to the grievance to the CGC.
☐ Yes ☐ No
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V.
Recommendation by the CGC following the hearing proceeding.
☐ Recommend an appropriate action
☐ Dismiss the grievance
VI.
Description of proposed action (To be completed by the CGC. May use additional pages)
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Signature and Submission
By my signature below, I do hereby have been informed of the decision by the CGC.
Signature of Grievant
Date
Signature of Respondent
Date
Signature of Chair of Hearing Committee
Date
This completed form should be submitted to the Provost.
Received by:
Provost
Date
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Updated April, 30 2015