standard 25 faculty staff qualitative factors · standard no. 25: faculty and staff—qualitative...

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Standard No. 25: Faculty and Staff—Qualitative Factors: The college or school must have qualified faculty and staff who, individually and collectively, are committed to its mission and goals and respect their colleagues and students. Faculty must possess the required professional and academic expertise, have contemporary knowledge and abilities in current educational philosophy and techniques, and be committed to the advancement of the profession and the pursuit of research and other scholarly activities. Faculty whose responsibilities include the practice of pharmacy must satisfy all professional licensure requirements that apply to their practice. The college or school must foster the development of its faculty and staff, commensurate with their responsibilities in the program.

1) Documentation and Data:

Use a check to indicate the information provided by the college or school and used to self-assess this standard:

Required Documentation and Data:

A list of full and part-time paid faculty with pharmacy practice responsibilities, the nature of their practice, their percent effort in practice, and their pharmacy licensure status (Appendix 25A)

Extract from the faculty handbook relevant to policies and procedures for faculty recruitment, promotion, tenure (if applicable), and retention (Appendix 25B)

Required Documentation for On-Site Review:

Copy of the Faculty Handbook

Faculty Member Profiles [Download template from http://www.acpe-accredit.org/pdf/Word%20Documents/FacultyMemberProfileTemplateApril2011.doc]

CVs of administrators, faculty and staff

Data Views and Standardized Tables:

It is optional for the college or school to provide brief comments about each chart or table (see Directions).

Table: Distribution of Full-Time Pharmacy Faculty by Rank, Gender and Race/Ethnicity (Appendix 25C)

Table: Distribution of Full-Time Pharmacy Faculty by Rank and Highest Degree Earned (Appendix 25D)

Table: Distribution of Full-Time Pharmacy Faculty by Rank and Tenure Status (Appendix 25D)

Table: Distribution of Full-Time Pharmacy Faculty by Department and Tenure Status

AACP Standardized Survey: Faculty – Questions 11, 33, 34 (Appendix 25E)

AACP Standardized Survey: Student – Question 69 (Appendix 25E)

AACP Standardized Survey: Alumni – Questions 29, 30 (Appendix 25E)

AACP Standardized Survey: Preceptor – Question 37 (Appendix 25E)

Optional Documentation and Data:

Other documentation or data that provides supporting evidence of compliance with the standard. Examples could include job descriptions, recruitment advertisements, faculty and staff policies and procedures, and extracts from committee meeting minutes.

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2) College or School’s Self-Assessment: Use the checklist below to self-assess the program on the requirements of the standard and accompanying guidelines:

S N.I. U

The college or school has qualified faculty who, individually and collectively, are committed to its mission and goals and respect their colleagues and students.

The college or school has qualified staff who, individually and collectively, are committed to its mission and goals and respect their colleagues and students.

Faculty possess the required professional and academic expertise, have contemporary knowledge and abilities in current educational philosophy and techniques, and are committed to the advancement of the profession and the pursuit of research and other scholarly activities.

Faculty generate and disseminate knowledge through scholarship. Scholarship by faculty members, including the scholarship of teaching, is evident and demonstrated by productive research and other scholarly activities.

Faculty whose responsibilities include the practice of pharmacy satisfy all professional licensure requirements that apply to their practice.

Pharmacy practice faculty possess additional professional training (residency, fellowship, or equivalent experience).

Pharmacy practice faculty either have or are working toward additional credentials (for example, specialty certification) relevant to their practice and teaching responsibilities.

The college or school ensures that policies and procedures for faculty recruitment, promotion, tenure (if applicable), remuneration and retention are established and applied in a consistent manner.

The college or school ensures that the faculty composition, including any contributions from internal and external relationships, encompasses the relevant disciplines within the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences to meet the education and research needs as defined by the mission statement.

Faculty, regardless of their discipline, have or are developing a conceptual understanding of current and proposed future pharmacy practice in a variety of settings.

Faculty members have the capability and continued commitment to be effective teachers. Effective teaching requires knowledge of the discipline, effective communication skills, and an understanding of pedagogy, including construction and delivery of the curriculum, and a commitment to learning outcomes assessment.

The college or school provides, or is affiliated with institutions that provide, postgraduate education and training, including accredited residency and fellowship programs.

The college or school fosters an environment that encourages contributions by the faculty to the development and transmission of knowledge.

3) College or School’s Comments on the Standard: The college or school’s descriptive text and supporting evidence should specifically address the following. Use a check to indicate that the topic has been adequately addressed. Use the text box provided to describe: areas of the program that are noteworthy, innovative, or exceed the expectation of the standard; the college or school's self-assessment of its issues and its plans for addressing them, with relevant timelines; findings that highlight areas of concern along with actions or recommendations to address them; and additional actions or strategies to further advance the quality of the program. For plans that have already been initiated to address an issue, the college or school should provide evidence that the plan is working. Wherever possible and applicable, survey data should be broken down by demographic and/or branch/campus/pathway groupings, and comments provided on any notable findings.

The process used to assess and confirm the credentials of faculty and staff, and to assure that faculty credentials are appropriate for their assigned teaching responsibilities

How the college or school ensures that the faculty composition, including any contributions from internal and external relationships, encompasses the relevant disciplines within the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences to meet the education and research needs as defined by the mission statement

How the college or school ensures that faculty members, regardless of their discipline, have a conceptual understanding of current and future trends in the scientific basis of the biomedical, pharmaceutical social/administrative and clinical sciences

How the college or school ensures that faculty members, regardless of their discipline, have a conceptual understanding of contemporary pharmacy practice and future trends in a variety of settings

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A description of the college or school’s policy or expectations regarding research productivity for faculty, including timeline for new faculty

Evidence that faculty are generating and disseminating knowledge through productive research and scholarship, including the scholarship of teaching

A description, if applicable, of how faculty, instructors, and teaching assistants involved in distance education are qualified through training or experience to manage, teach, evaluate, and grade students engaged in distance learning

How the college or school provides, or is affiliated with institutions that provide, postgraduate education and training, including accredited residencies and fellowship programs

How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard

Any other notable achievements, innovations or quality improvements

Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms.

Faculty Credentials and Responsibilities

Candidates seeking a faculty position in the College must hold a doctoral degree in pharmacology,

physiology or closely related field for pharmaceutical science and a Pharm.D. or Ph.D. degree for

pharmacy practice, with the exception of advanced experiential programs. Successful

pharmaceutical science candidates are expected to establish an externally funded research

program, teach and mentor graduate students and participate in team-taught pharmacology

courses. Successful pharmacy practice candidates possess a residency, fellowship or equivalent

experience related to their practice and teaching responsibilities. To assure the expertise needed

to meet the requirements of the new curriculum, the College studies both long-term and short-term

needs prior to hiring new faculty. Several processes are used to confirm credentials of faculty and

staff, and assure that credentials are appropriate for assigned responsibilities:

1. A search committee ensures objective and fair assessment of a faculty candidate

2. Degree verification ensures proper credentials (see

http://www.ndsu.edu/fileadmin/vpaa/degree.pdf)

3. Human Resources conducts a criminal background check

Responsibilities of all faculty members include teaching, research/scholarship, and service; faculty

effort is reviewed by the department chair annually. All courses in the Pharm.D. curriculum are

traditional; online education is used as a supplement, not as a sole source of delivery. Teaching

assignments are aligned with faculty expertise and experience, and combine large classroom

lecture with small discussion groups, electronic discussion boards, simulation-based training in the

Thrift White Concept Pharmacy (medication therapy management (MTM), disease state

management (DSM), compounding, consultation, etc.), 308 hours of IPPE during the P1-P3 years

and APPE during the P4 year.

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All faculty members are required to conduct scholarly activities related to teaching, research and/or

service and to present at local, regional and national conferences. In the Department of

Pharmaceutical Sciences, extra- and intramural funding for research exceeds $2.9 million annually.

Faculty members authored 46 publications and presented at 42 national and international

conferences the past year. In 2010-2011, Pharmacy Practice faculty had 32 peer-reviewed

publications, conducted 31 presentations at professional meetings and had 42 public

presentations. Certificates and awards include the NDSU Peltier Award for Teaching Innovation,

NDPhA Innovative Pharmacy Practice, University of North Dakota Golden Apple Teaching Award,

and National Association of Asthma Educators Outstanding Member Award.

Service responsibilities include student advising and serving as advisors to student organizations

to foster the student-mentor relationship. In addition, faculty typically serves on one college and

one university committee. The majority of Pharmacy Practice faculty are licensed pharmacists

(Appendix 25A). Practice specialties of clinical Pharmacy Practice faculty include oncology,

geriatrics, pediatrics, psychiatry, infectious disease, and primary care with the delivery of patient

care allocated to their service responsibilities. Faculty members in the simulation-based training

laboratory (e.g. Thrifty White Concept Pharmacy) are also practicing pharmacists. They practice in

hospital pharmacy, retail pharmacy and the University Wellness Center.

The Family Healthcare Pharmacy is a unique facility that is operated under the direction of the

College http://www.famhealthcare.org/about/index.html and offers APPE sites for students. The

Family Healthcare Center is committed to being a medical home for patients regardless of their

insurance status. Its mission is to provide quality family-centered health care that is accessible,

culturally competent and efficient in an environment of learning. Lastly, the College is also

affiliated with several residency programs, including:

Veterans Affairs, Fargo (2 positions)

Sanford Health, Fargo (3 positions)

Lake Region Medical Center, Fergus Falls, Minn. (2 positions)

St. Alexis Medical Center, Bismarck (2 positions)

Trinity Health, Minot (1 position) (anticipated in 2012)

Faculty Pedagogical Development

The legacy of a previous faculty-driven Teaching Academy promotes a number of initiatives related

to enhancing faculty development and student learning, including the Peer Review of Teaching

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Program, the wireless Personal Response System for classrooms, monthly pedagogical

luncheons, seminars on effective teaching methods and other campus-wide programs that foster

educational creativity, innovation and effectiveness both inside and outside the classroom. In

addition, distance education is in the development process. Several initiatives have occurred to

facilitate this process including hosting a faculty retreat (Winter 2009), dedicated IT personnel,

using WIMBA and Lecture Capture technology in a few classrooms and development of the MPH

program.

Within the College, a program on basic pedagogical topics is provided at the beginning of each

academic year for faculty, pharmacy residents and graduate students by the Pharmacy Practice

chair. The seminars and the annual AACP meeting are well-attended by faculty members. In

addition, a series of weekly research seminars on various topics (from methodology to current

faculty research interest) are provided for faculty, pharmacy residents and graduate students by

the associate dean for Student Affairs. The College holds semi-annual faculty retreats. Recent

topics have included assessment of student learning and online education. The Pharmaceutical

Sciences department hosts the Research Lecture Series where eminent scientists are invited to

visit the department and present a seminar. The department usually hosts six such lectures per

year (three during the fall semester and three during the spring semester). The student chapter for

the American Association for Pharmaceutical Scientists also brings eminent scientists to the

department to interact with students and faculty, and to present seminars.

Orientation to the Practice of Pharmacy

To assure that Pharmaceutical Sciences faculty understand current pharmacy practice, three

Pharmacy Practice faculty conducted brief presentations about their current practice at the August

2011 faculty retreat. This was followed by tours of the Thrifty White Concept Pharmacy for the

science faculty. Pharmaceutical Sciences correspondingly sponsored tours of four Pharmaceutical

Sciences laboratories for Pharmacy Practice faculty. Faculty members in the two departments

frequently share discussions of their teaching through the ongoing curriculum mapping and

curriculum review projects. Finally, the College is considering a proposal in which IPPE students

must meet with their faculty advisors (who come from both departments) after the summer IPPE

experiences to review their portfolios with advisors. This will assure that all pharmacy faculty

members are well aware of what IPPE students are doing in contemporary pharmacy practice.

Administrative support from the dean and department chairs, along with the College’s strategic

plan, ensure that faculty members have a conceptual understanding of current and future trends in

the scientific basis of the biomedical, pharmaceutical, social/administrative and clinical sciences.

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Professional development, such as sabbaticals, is encouraged to pursue teaching, research and

service activities. The College follows the University’s developmental leave policy published in the

NDSU Policy Manual, Section 132 (http://www.ndsu.nodak.edu/policy/132.htm). Activity and

program examples that facilitate conceptual understanding of contemporary pharmacy practice

include: telepharmacy, NDSU/UND Master of Public Health program (which will add depth and

breadth to the pharmacy and University curriculum), Center for Biopharmaceutical Research and

Production and the Family Health Care Center.

Promotion and Tenure

College Policy 1.03, Standards for Promotion, Tenure and Evaluation

(http://www.ndsu.edu/fileadmin/pharmacy/Policy_Manual_9-26-11.pdf), follow University Policy 352

http://www.ndsu.edu/policy/352.htm). Policies and procedures for Pharmaceutical Sciences and

Pharmacy Practice faculty promotion and tenure are published in the College Policy Manual as

well as online at

http://www.ndsu.edu/fileadmin/pharmsci/The_Department_of_Pharmaceutical_Sciences-

PTE_guidelines-fin.pdf and http://www.ndsu.edu/pharmpr/pharmacy_practice_pte_guidelines/

(Appendix 25B). Criteria used for evaluation include teaching, research/scholarship and service.

Faculty submit promotion portfolios to their respective departmental promotion, tenure and

evaluation (PTE) committees. The department committee reviews portfolios of qualified candidates

and forwards their recommendation to the College PTE Committee. The College PTE Committee,

comprised of tenured pharmacy and nursing faculty as well as external tenured faculty if needed,

likewise review portfolios of qualified candidates and forwards their recommendation to the Provost

who makes the final determination. Pharmacy practice faculty members are predominately non-

tenure tract whereas all but one of the Pharmaceutical Science faculty are on tenure track (Table

25-1)

Table 25-1. Distribution of Full-Time Pharmacy Faculty by Department and Tenure Status

Tenure Status Phrm Sci Phrm Practice Total

Tenured 5 5 10 Nontenured, tenure track 6 2 8

Nontenure Track 1 14 15 Nontenure track institution 0 0 0

Not Applicable 0 0 0 Total 12 21 33

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4) College or School’s Final Self-Evaluation: Self-assess how well the program is in compliance with the standard by putting a check in the appropriate box :

Compliant Compliant with Monitoring Partially Compliant Non Compliant

No factors exist that compromise current compliance; no factors exist that, if not addressed, may compromise future compliance.

• No factors exist that compromise current compliance; factors exist that, if not addressed, may compromise future compliance /or

• Factors exist that compromisecurrent compliance; an appropriate plan exists to address the factors that compromise compliance; the plan has been fully implemented; sufficient evidence already exists that the plan is addressing the factors and will bring the program into full compliance.

Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance and it has been initiated; the plan has not been fully implemented and/or there is not yet sufficient evidence that the plan is addressing the factors and will bring the program into compliance.

• Factors exist that compromise current compliance; an appropriate plan to address the factors that compromise compliance does not exist or has not yet been initiated /or

• Adequate information was not provided to assess compliance

Compliant Compliant with Monitoring Partially Compliant Non Compliant

5) Recommended Monitoring: If applicable, briefly describe issues or elements of the standard that may require further monitoring.

NA

Appendices Appendix 25A: FTE and Part-time Faculty Pharmacy Practice Responsibilities

Appendix 25B1: Pharmaceutical Sciences PTE Guidelines

Appendix 25B2: Pharmacy Practice PTE Guidelines

Appendix 25C: Faculty by Rank, Gender, Ethnicity

Appendix 25D: Faculty by Rank, Degree, Tenure

Appendix 25E: AACP Survey Data

Appendix 25A: Full & Part-time Faculty with Pharmacy Practice Responsibilities

Name Practice Area Percent Effort in

Practice RPH Licensed

Full Time

Alicia Fitz Student Health Center 50 yes yes

Amy Drummond Pediatrics - Sanford 50 yes yes

Amy Werremeyer Psychiatry - Sanford 50 yes yes

Anne Ottney Family Health Care Center 50 yes yes

Rebecca Focken IPPE Director 0 yes yes

Robert Sylvester Oncology - Sanford 35 yes yes

Christian Albano Public Health/Pharm Care Institute 35 no no

Cynthia Naughton Associate Dean 10 yes yes

Daniel Friesner Associate Dean 0 no no

David Scott Outcomes Evaluation/Pharm Care Insitute

35 yes yes

Heidi Eukel Concept Pharmacy 10 yes yes

Jeanne Frenzel Concept Pharmacy 10 yes yes

Kenton Omvig General medicine/geriatrics 50 yes yes

Elizabeth Skoy Concept Pharmacy 0 yes yes

Mark Dewey Geriatrics - Lake Region Medical 50 yes yes

Michael Kelsch Internal medicine - Sanford 50 yes yes

Tara Schmitz Community Hospital - Oakes Medical Center

50 yes yes

Wanda Roden APPE Director 0 yes yes

Wendy Brown Asthma and Allergy Center 50 yes yes

Donald Miller Department Chair 0 yes yes

Part Time

Robert Biberdorf Sanford Health 0 yes yes

Ross Wilhelm Community - Medicine Shoppe 50 yes yes

Contract

Robert Nelson ID/critical care - Sanford yes yes

Betty Patterson retired yes yes

Joan Viets part-time hospital practice yes yes

Brianne Wilcox RxCo nursing home dispensing yes yes

Kenneth Strandberg ND School of Science yes yes

Thomas Christensen Blue Cross/Blue Shield of ND yes yes

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The Department Promotion, Tenure, and Evaluation Criteria and Procedures Department of Pharmaceutical Sciences

The mission of the Department Promotion, Tenure, and Evaluation (DPTE) committee is to conduct the review of each Departmental candidate for promotion and tenure, following the standards as stated in this document. The mid-term review of the candidates will be conducted by the College PTE committee as stated in the College of Pharmacy, Nursing, and Allied Sciences policy 1.03.1. The criteria and timelines are excerpted from the College Policy 1.03 with modification: The promoting of faculty and awarding of tenure, and the prerequisite processes of evaluation and review, are of fundamental importance to the long-term ability of the University to carry out its mission. Promotion recognizes the high quality of a faculty member's contributions in the areas of teaching, scholarship (research and discovery), and service. Promotion acknowledges that the faculty member's contribution to the university is of increasing value. Tenure assures academic freedom and enhances economic security for faculty members who show promise of sustained contributions in those three areas. Tenure aims to both recognize a candidate's potential long-term value to the institution, as evidenced by professional performance and growth, and to provide the expectation of continued employment. The decision to award tenure rests on criteria that reflect the potential long-term contribution of the faculty member to the purposes, priorities, and resources of the institution, the College, and its programs. From the University's mission flows the expectation that each faculty member will make contributions of high quality in the areas of teaching, scholarship, and service. “Teaching” includes instruction both on- and off-campus. “Scholarship refers to research and other creative endeavors that lead to significant advances in the acquisition or synthesis of new information and knowledge. “Service” includes public service, service to the University, college and department, and service to the profession.

Because of the University, the College, and the Department missions, the quality and quantity of contributions in all three areas will be considered at the times of promotion and tenure. Faculty members are expected to demonstrate significant and sustained contributions, competence, and independence in all three areas; however, because of variations among faculty in strengths and/or responsibilities, faculty members are not expected to demonstrate equal levels of accomplishment in all areas. Collaboration with others in all three areas is recognized and encouraged; however, faculty members must demonstrate independence and leadership in their contributing area of expertise. As a result of collaboration with others, faculty members are expected to become a lead investigator or author and generate publications, grants, and presentations of their scholarship/new discoveries in their respective discipline. Expectations in the areas of teaching, scholarship, and service will be based on the individual’s position description. Faculty members are expected to provide sustained contributions to the overall mission of the Department, College, and University and maintain high standards of professional and ethical behavior in their work. A commitment to the College core values is expected, where honesty, integrity, and collegiality guide all interactions with students, faculty, staff, administration, and the public. Failure to meet these expectations may be sufficient grounds for denial of tenure or promotion regardless of meeting expectations for teaching, scholarship, and service.

Cynthia.Naughton

Typewritten Text

Appendix 25B1: Pharmaceutical Sciences PTE Guidelines

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I. Promotion Promotions are based on merit and are earned by achievement as evidenced by the faculty member's total contribution to the overall mission of the Department and the College. The performance record of a candidate for promotion will be evaluated in terms of the following criteria as they apply to the proposed rank: teaching, scholarship (research and discovery), and service. In evaluating the candidate's qualifications for promotion, the candidate's position description will be used to define priorities for each role, and evaluation must reflect those role priorities. A. Criteria for Promotion The candidate for promotion must demonstrate significant and sustained contributions to the Department and demonstrate competence, independence, and evidence of high quality in the primary areas of evaluation including: teaching, scholarship (research and discovery), and service. Each candidate will be evaluated in each of the areas in proportion to the priorities assigned to his/her roles and responsibilities as a faculty member as defined by their position description. 1. Teaching: Teaching (encompassing both instruction and advising) refers to the broad area of student-faculty interaction for educational purposes. A faculty member who excels in teaching is a person who engages students to learn; guides students to think purposely, independently, and critically; keeps informed about new developments in his or her specialty and related fields; strives continuously to broaden and deepen his or her knowledge and understanding; and continually contributes to improving the methods of teaching his or her subject matter. Peer evaluations of teaching content and methods are required. Principal criteria for the assessment of teaching quality are a. Effectiveness and impact upon students: 1. Evidence of positive impact on student learning; 2. Student ratings; evidence of high quality and effective mentoring/advising of students; 3. Effective oral and written communications by the teacher that reflect mastery of the subject matter; 4. Creation of new pedagogical approaches; 5. Responsiveness to student needs; 6. Peer evaluations of teaching and reflective essays; 7. Evidence of effective advising and mentoring of undergraduate and graduate students; 8. Evidence of continued quality improvements in courses or instructional methods; 9. Evidence of innovation in teaching.

b. Degree of responsibility; scope of teaching, importance of teaching duties with regard to the mission of the Department; exceptional responsibilities undertaken, assigned or voluntary; size and level of teaching load; participation in distance education programs of the College. Significant teaching responsibilities must provide evidence of high quality.

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2. Scholarship: Scholarship (research and discovery) is defined as any original work that is conducted and sufficiently documented by faculty such that it exemplifies excellence, innovation, and independence and is recognized by peers to have made a significant impact on and contributions to new knowledge. Excellence in scholarship may be demonstrated and documented in one or more of the following areas: teaching, discovery, integration, and application.

The scholarship of teaching must demonstrate innovation, discovery, or experimentation in the

classroom or clinical setting that enhances student learning.

The scholarship of discovery is the practice of research and represents the investigative tradition of academic life. The scholarship of discovery contributes to the realm of human knowledge and to the intellectual climate of the College and University.

The scholarship of integration is the giving of meaning and perspective to isolated information and

fitting information into larger, more meaningful patterns. While it represents the synthesizing research traditions of academic life, it can also be affected through service and clinical practice.

The scholarship of application is the responsible application of professional knowledge to

consequential problems in both preclinical and clinical arenas. Principal criteria for the assessment of scholarship quality are Primary

a. High quality, peer-reviewed publications, especially with the candidate being a major contributing author

b. Extramural grants (including contracts) especially with candidate being principal investigator in a peer-reviewed, openly competitive grant process

Secondary

c. Successfully attracting graduate students and mentoring them to completion of study within an appropriate time frame

d. Presentation of papers at professional societal meetings e. Appointments to regional, national, and/or international advisory boards/committees and study

sections f. Invited editorialships, lectureships, and/or chairing of meeting sections particularly at the national

and international level g. Election to Fellow status in professional societies h. Publication of non-peer reviewed sources i. Intramural Grantsmanship j. Activities relating to the review of grant proposals and manuscripts k. Consultantships

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3. Service: Service refers to the work that a faculty member performs for the University, College, Department, profession, and public that contributes to the welfare of others. Principal criteria for the assessment of quality of service are a. Active participation and demonstrated leadership in University governance and programs at the

department, college, and university levels b. Active participation in and demonstrated leadership of professional organizations and societies and

other activities c. Demonstrated high quality in advising of student organizations d. Active participation in continuing and distance education programs of the College e. Active participation and demonstrated leadership in serving the public in a

professional capacity f. Recognition by peers as an expert in his or her discipline g. Service as an exemplary role model B. Guidelines for Promotion or Appointment for Special Appointment (Nontenure Track) Faculty For promotion of faculty on special (research) appointment, the candidate must demonstrate significant and sustained contributions, competence, and independence in scholarship (research and discovery). Faculty members on special appointments (nontenure track) at the rank of Assistant Research Professor, Associate Research Professor, and Research Professor are expected to demonstrate at least 80% commitment toward scholarship activities. To be considered for promotion, the candidate will normally have served at least six years at the previous rank. Exceptions to the six-year rule may be made for exceptional candidates. 1. Instructor – Special (Nontenure Track) Appointment The rank of Instructor should be used for the faculty member who does not possess the terminal degree in his or her discipline but who is contributing in the areas of teaching, scholarship (research and discovery), and service. This rank may also be used for the faculty member possessing a terminal degree in his/her field with limited post-graduate experience. 2. Research Assistant Professor – Special (Nontenure Track) Appointment For promotion or appointment to the rank of Research Assistant Professor, the faculty member should possess a terminal or other appropriate degree in his or her discipline and show promise in the areas of scholarship (research and discovery). 3. Research Associate Professor – Special (Nontenure Track) Appointment Promotion or appointment to Research Associate Professor will be based on clear and demonstrable evidence that the candidate has, by independent effort, developed a well-funded research program that is recognized by peers as high quality. The candidate must show independent, sustained, high quality scholarship (research and discovery) recognized by peers as significant contributions to the field.

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4. Research Professor – Special (Nontenure-Track) Appointment Promotion or appointment to Research Professor requires academic maturity and evidence that the candidate has achieved national recognition as an authority in his or her area of research excellence. The candidate must show independent, sustained extramural funding, high quality scholarship recognized nationally by peers as significant contributions to the field.

C. Guidelines for Promotion or appointment by Academic Rank for Probationary (Tenure Track) Faculty The basis for determining promotion to any of the ranks listed below must include regular reviews of faculty performance by the department chair (annually for probationary faculty and at least every three years for tenured faculty). For successively higher levels of faculty rank, higher levels of achievement are expected. A candidate being considered for initial employment by the College will be evaluated on accomplishments in the role priorities of his/her current and previous positions. Lack of congruence of the prior position(s) expectations with the job description of the position offered will not prejudice the candidate’s evaluation. In general, the following guidelines will apply.

1. Assistant Professor – Probationary (Tenure Track) Appointment For promotion or appointment to the rank of Assistant Professor, the faculty member must possess a terminal or other appropriate degree in his or her discipline and show promise in the areas of teaching, scholarship (research and discovery), and service. 2. Associate Professor – Probationary (Tenure Track) Appointment For promotion or appointment to the rank of Associate Professor, the faculty member must meet the criteria for the rank of Assistant Professor and display a sustained and significant record of accomplishment in teaching, scholarship (research and discovery), and service in proportion to assigned responsibilities outlined in the individual’s position description. There must be clear and demonstrable evidence that the candidate has, by independent effort, developed a program of teaching, scholarship, and service that is recognized by peers as high quality. The candidate must show independent, sustained, and high quality scholarship (research and discovery) recognized by peers as significant contributions to the field. The record of accomplishments must document an emerging reputation of regional and/or national scope in the candidate's academic discipline 3. Professor – Probationary (Tenure Track) Appointment The rank of Professor is among the highest honors that the University can bestow on a faculty member. Therefore, it should be granted only to faculty who have distinguished themselves in their respective disciplines. Promotion or appointment to Professor requires academic maturity and evidence that the candidate has achieved national recognition as an authority in his or her discipline. The faculty member must demonstrate a significant and sustained record of outstanding achievements in teaching, scholarship (research and discovery), and service, in proportion to the assigned responsibilities in the individual’s position description. The candidate must show independent, sustained, and high quality scholarship (research and discovery) recognized by peers as significant

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contributions to the field. The candidate must have fully achieved national and/or international recognition in his or her discipline.

II. Tenure Tenure assures academic freedom and enhances economic security for faculty by providing the expectation of continued employment. Tenure represents the most significant commitment that the University can make to a faculty member. Therefore, it is imperative that the review process for tenure be extremely rigorous. In general, the candidate for tenure shall have achieved regional/national recognition among peers in his or her discipline and shall have demonstrated competence, independence, leadership, and a significant and sustained record of accomplishments in teaching, scholarship, and service. Even though there is an expectation of continued employment, tenured faculty are expected to continue their commitment to high quality and excellence by a) fulfilling their role and responsibilities as an active/productive member of the faculty; b) striving toward continued development of their knowledge, skills, and application of their respective discipline; and c) making ongoing efforts toward significant, sustained contributions in the areas of teaching, scholarship (research and discovery), and service. Tenure and promotion are separate issues but evaluations for promotion to Associate Professor and granting of tenure will ordinarily be conducted concurrently. In cases where promotion is offered to a faculty member before his or her probationary period has been completed, no promise of eventual tenure is implied by the promotion.

A. Tenure Policy Faculty without previous, academic-relevant experience (first academic position), eligibility for tenure requires a probationary period of six years; however, such probationary faculty who have demonstrated exceptional academic accomplishments may apply for early promotion prior to the completion of the six years of the probationary period. Conversely, a faculty member with relevant professional/academic experience may be given credit toward tenure and promotion when negotiated as a provision in their original hiring contract. There are two options: (1) Faculty may be given one to three years of credit (maximum allowed) and then would apply for promotion and tenure in the sixth year of academic service (for example, given one year of credit, promotion and tenure application would be due after four years of service; given three years, the application would be due after two years of service).

(2) Faculty may be given the full six year probationary period with the option of applying for promotion and/or tenure at any time following three years of academic service. In either option, failure to achieve tenure will lead to a terminal year contract. Extension of probationary period: At any time during the probationary period but prior to the sixth year (when the portfolio is due), a faculty member may request an extension of the probationary period not to exceed three years based on exceptional personal or family circumstances. Faculty given promotion and tenure credit are eligible for this extension. The request must be made by the faculty member in writing and forwarded and reviewed sequentially with recommendation by the chair, dean,

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and Provost/VPAA to the President who will make the final decision on approval or denial of the request. Denial of an extension is appealable pursuant to Policy 350.4 of the University Policy Manual. Persons holding an academic rank below Associate Professor or special appointment (nontenure track) faculty (i.e., Associate Professor and Professor) are ineligible for tenure. B. Criteria for the Awarding of Tenure The awarding of tenure constitutes recognition of past academic and professional achievements and confidence of continued professional development. The criteria for promotion in Section II A of this document are the activities and accomplishments that will be evaluated in arriving at tenure decisions. Tenured individuals are presumed to be committed to maintenance of high standards of performance in teaching, continued scholarly contributions to their disciplines, and service consistent with the University, College, and Department missions. In recognition of these achievements, the faculty member is assured of continued academic freedom with its attendant advantages and obligations. III. Procedural Guidelines for the Recommendation of Promotion and Tenure

A. Annual performance and mid-tenure reviews The following procedures have been established and will be followed to provide faculty PTE candidates and administrators the opportunity to monitor and evaluate the candidate’s progress in meeting the expectations of employment and the criteria for promotion and tenure. These procedures are intended to provide faculty constructive feedback to assist them in attaining their goals for promotion and tenure. In implementing the Department PTE policy, the following procedures shall be used:

1. Each faculty member of the Department [tenured and probationary (tenure track)] will be reviewed by February 1 of every year by his/her department chair according to the College policy on Annual Performance Review of Faculty. When requested by any party to the tenure or promotion process, including the candidate, formal feedback shall be provided to the individual by the Department PTE Committee, Department Chair, Dean, College PTE Committee, and the Provost/Vice President for Academic Affairs. The College PTE Committee shall conduct a mid-tenure review according to the College policy on Mid Tenure Track Review for each tenure track candidate to provide feedback on the candidate’s progress toward achieving promotion and tenure within the College.

2. The Department Chair will be responsible for conducting annual performance reviews of the

Department faculty and communicating the results to the individual faculty member.

During the annual performance review, the Department Chair will provide each faculty member with both verbal and written feedback regarding the individual faculty member’s performance and where appropriate, progress toward achieving promotion and tenure including strengths and recommendations for improvement related to the areas of teaching, scholarship (research and discovery), and service. The annual performance review shall also state expectations and goals for the

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coming year review period. Should the annual performance reviews indicate that a faculty member is not making satisfactory progress toward tenure and/or promotion; the report may include a recommendation for non-renewal. Non-renewal of probationary faculty prior to the sixth year shall be done in accordance with the College and University policies for non-renewal of probationary faculty. In making a judgment on satisfactory progress, due consideration shall be given to the candidate's academic record, performance of assigned responsibilities as defined in his/her position description, and future potential to meet the criteria for promotion and/or tenure.

3. The faculty member being reviewed shall have 14 calendar days to respond in writing to the written assessment of performance. The written report of the annual performance by the chair, and any written response from the faculty member, shall become part of the faculty member's official personnel file.

4. For probationary faculty (tenure track), at the completion of the sixth year of service, the faculty member shall be notified in writing that he or she will either be awarded tenure or a one-year terminal contract for the seventh year of service.

5. A new faculty member with previous tenure relevant experience will normally undergo a review with respect to tenure in the final year prior to the end of his or her probationary period at the University. At the completion of the probationary period, the faculty member will be notified in writing that he or she will either be awarded tenure or a one-year terminal contract at the conclusion of the probationary period.

6. Promotion and tenure are two separate considerations. For example, a person may be eligible and acceptable for promotion and eligible but not acceptable for tenure. Circumstances may be such that a recommendation for postponing the granting of tenure may be in order. In such a case, the faculty member will be recommended for a special appointment position according to the guidelines of the State Board of Higher Education and NDSU. The Department Chair and Dean should meet with the candidate to discuss the basis of such a decision. This decision must be made before the process is initiated to evaluate the candidate’s credentials for promotion and tenure. Faculty members may request a change in appointment (i.e., changing from non-tenure track to tenure-track appointment and vice versa). The request must be made by the faculty member in writing and forwarded and reviewed sequentially with recommendation by the chair, dean, and Provost/VPAA who will make the final decision on approval or denial of the request. Non-tenure track faculty can request a change in appointment at any time; however, tenure-track faculty must request a change in appointment no later than the completion of their third probationary year of employment.

B. Constitution of DPTE Committee and Procedures The DPTE committee consists of all tenured, full-time faculty members of the Department, who are in non-administrative positions, and not serving on the Promotion, Tenure, and Evaluation committee of the College of Pharmacy, Nursing, and Allied Sciences. The committee has at least three members. The DPTE committee member, who is being considered for promotion, cannot participate in own evaluation. If there are less than three eligible faculty in the department, the minimum membership roster will be completed by the faculty from other NDSU departments, fulfilling the eligibility criteria

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for the DPTE committee, as defined above. The non-departmental candidates for the committee membership will be nominated by the Department tenured faculty members. The nominees should be from disciplines closely-related to that of the candidate(s) under consideration. The non-departmental DPTE committee members will be elected, using written ballots, by the majority vote of the tenured and tenure-track Department faculty. The quorum for the election is two thirds of the tenured and tenure-track Department faculty. The elected non-departmental candidates for the committee membership will be appointed by the College Dean. The Chair of the DPTE committee is selected by the committee members. The Chair is responsible for organizing the evaluation process in accordance with the guidelines. If deemed necessary by the DPTE committee, the chair may request additional information from the candidate and the Department Chair. Before collecting the information, the Chair informs the other party, the candidate or the Department Chair, what information is being requested. The DPTE committee and the Department Chair evaluate the candidates independently, according to the criteria described above. The committee will generate a consensual review report, including a minority opinion, if applicable. In the case of a tie on the final recommendation, the committee chair’s vote is a tie-breaker. C. Timelines Candidates for promotion and/or tenure must submit a portfolio (following the current “NDSU Guidelines for Promotion and Tenure Portfolio Preparation” distributed by the Provost/Vice President for Academic Affairs) to their department chair for review by no later than August 15. Candidates are encouraged to include the section called "Statement of Accomplishment" as part of their portfolio. The Department Chair will forward the candidate’s portfolio to the Department’s Promotion and Tenure Committee by September 1. The Department PTE Committee will conduct a review and submit a written letter of evaluation of the candidate and recommendation to the department chair by no later than October 1, according to Department’s PTE guidelines and university promotion and tenure guidelines distributed by the Provost. Upon receipt of this information, the Department Chair will review and submit a written letter of evaluation of the candidate and recommendation to the College PTE Committee. The letters of evaluation from the Department PTE Committee and the Department Chair will be inserted in the candidate’s PTE portfolio by the Department Chair. The Department Chair shall forward the candidate’s PTE portfolio and all supporting documentation to the College Promotion and Tenure Committee and to the Dean by no later than November 1. IV. Letter of Evaluation from Outside North Dakota State University Letters of evaluation from outside North Dakota State University are not required but may be considered. The purpose of seeking such letters is to accumulate credible documented evidence of a faculty member’s qualifications and contributions to the profession related to their position responsibilities. Such letters should be objective evaluations from well qualified individuals. Solicited outside letters should provide specific evidence of achievement or competence by the candidate in a specific area, but should not include a recommendation for or against promotion and/or tenure.

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Solicited outside letters should be limited to evaluation from leaders in the field and from scholars at comparable research universities (no more than three letters). Letters should not be solicited from co-authors, co-principal investigators, former professors/advisors, co-workers, or former students. Letters should generally be from tenured professors or individuals of equivalent stature outside of academia who are widely recognized in the field. The following process must be followed for soliciting letters of evaluation from outside reviewers: 1. The faculty member will submit a list of names of potential outside reviewers who meet the above criteria to the Department Chair by August 15. The Department Chair will select individuals from this list or request additional names that are mutually agreed upon by the Chair and the candidate. The Department Chair will notify the candidate of the outside reviewers that have been selected. 2. Letters of evaluation from outside reviewers will be solicited by the Department Chair. The Department Chair will send letters to each outside reviewer soliciting a formal letter of evaluation of the faculty member. The letters sent to outside reviewers soliciting an evaluation must contain statements pertaining to the following: (a) under North Dakota law the candidate has a right to review all material in the promotion and tenure file. A copy of each letter is sent to the candidate; and (b) no recommendation is to be made for or against promotion and/or tenure. A representative form letter (see sample letter Appendix A) should be used by the Chair as a guideline. The letter sent by the Department Chair to the outside reviewers should also contain the following information about the faculty member: a copy of the faculty member’s current position description, vita, and where appropriate copies of publications. 3. Letters of evaluation from outside reviewers are not to be solicited by the faculty member, but will be added to the portfolio by the Department Chair. To receive consideration in the PTE process, letters of evaluation from outside reviewers must be solicited, inserted, and part of the completed faculty member’s portfolio which is submitted by the Department Chair to the Department PTE Committee by no later than September 15.

V. Non-renewal of Probationary Faculty Termination of a probationary or tenured appointment may occur only in accordance with the policies of North Dakota State University and the State Board of Higher Education (State Board Policy 605).

VI. Process of Making Changes to the Department PTE Document Any changes to the Department PTE document would be made after discussion in the Department meeting and approved, using written ballots, by the majority vote of the full-time tenured and tenure-track Department faculty. The quorum for approval is two thirds of the full-time tenured and tenure-track Department faculty. The document then should be approved by the College Dean and University Provost. Approved by department faculty May 9, 2007 Revision approved by Department faculty July 27, 2007 Approved by the Provost and Vice President of Academic Affairs, October 26, 2007

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APPENDIX A

SAMPLE REQUEST FOR OUTSIDE LETTER OF EVALUATION

Date ____________________ : Dear ____________________ : Professor ________________________________________ is being considered for (tenure) (promotion to ______________________________) in the Department of Pharmaceutical Sciences in the College of Pharmacy at North Dakota State University. We customarily write to a selected group of leaders in the faculty member’s discipline asking for an independent assessment of the faculty member’s record of (research, creative activity, assessment, or service). In your letter, please indicate how you know Professor ____________________________. Your appraisal of the significance of Professor ___________________________’s scholarly contributions (to research or service) and the impact of this work on the discipline would be greatly appreciated. Your comments about his/her potential contribution in the future would also be valuable. Please add any additional comments you would like to make. Please do not make a recommendation for or against tenure or promotion. Under North Dakota law, Professor ________________________________ has a right to review all of his/her promotion (tenure) portfolio. I wish to emphasize that it is important that your letter provide an objective and candid assessment of his/her work. I am aware of the great demands on your time and, therefore, would be especially grateful if you were able to provide us with this evaluation by _____________________. Your assistance is much appreciated. Sincerely,

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Cynthia.Naughton

Typewritten Text

Appendix 25B2: Pharmacy Practice PTE Guidelines

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Appendix 25C: Distribution of Full-Time Pharmacy Faculty by Rank, Gender and Race/Ethnicity

Faculty Rank

White Black or African

American

Hispanic or Latino

Asian or Native Hawaiian or Other

Pacific Islander

American Indian or Alaska Native

Other/Unknown Foreign Not Specified

Total

Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Dean 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

Associate Dean

1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2

Assistant Dean

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Professor 5 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 7

Associate Professor

0 2 0 0 0 0 1 0 0 0 0 0 0 0 0 0 3

Assistant Professor

3 8 0 0 0 0 5 0 0 0 1 0 0 1 0 0 18

Instructor 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1

Lecturer 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Librarian 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Emeritus 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Other 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

Total 10 12 0 0 0 0 6 0 0 0 1 0 3 1 0 0 33

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Appendix 25D: FTE Faculty by Rank, Degree, Tenure

FTE Faculty by Rank, Highest Degree Earned, and Tenure

FTE Faculty by Rank and Tenure Status

Faculty Rank Tenured Nontenured, tenure track

Nontenure Track

Nontenure track

institution

Not Applicable

Total

Dean 1 0 0 0 0 1 Associate Dean 1 1 0 0 0 2 Assistant Dean 0 0 0 0 0 0 Professor 7 0 0 0 0 7 Associate Professor 1 0 2 0 0 3

Assistant Professor 0 7 11 0 0 18

Instructor 0 0 1 0 0 1 Lecturer 0 0 0 0 0 0 Librarian 0 0 0 0 0 0 Emeritus 0 0 0 0 0 0 Other 0 0 1 0 0 1 Total 10 8 15 0 0 33

Faculty Rank BS Degree

MS Degree

PharmD Degree

PhD Degree

Other Degree

Total

Dean 0 0 1 0 0 1 Associate Dean 0 0 1 1 0 2 Assistant Dean 0 0 0 0 0 0 Professor 0 0 2 5 0 7

Associate Professor 0 0 2 1 0 3 Assistant Professor 0 0 11 7 0 18 Instructor 0 0 0 1 0 1 Lecturer 0 0 0 0 0 0 Librarian 0 0 0 0 0 0 Emeritus 0 0 0 0 0 0 Other 1 0 0 0 0 1 Total 1 0 17 15 0 33

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Distribution of Full-Time Pharmacy Faculty by Rank and Years in Current Rank

Faculty Rank 0-1 year

2-5 years

6-10 years

11-15 years

16-20 years

> 20 years

Total

Dean 0 0 0 1 0 0 1 Associate Dean 1 1 0 0 0 0 2 Assistant Dean 0 0 0 0 0 0 0 Professor 2 2 1 1 0 1 7 Associate Professor

2 1 0 0 0 1 4

Assistant Professor

1 10 5 1 1 0 18

Instructor 0 0 0 0 0 0 0 Lecturer 1 0 0 0 0 0 1 Librarian 0 0 0 0 0 0 0 Emeritus 0 0 0 0 0 0 0 Other 0 0 0 0 0 0 0 Total 7 14 6 3 1 2 33

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Graduating Student Survey

Question: 69. Overall, preceptors provided me with individualized instruction, guidance and evaluation that met my needs as a Doctor of Pharmacy student.

Appendix 25E: AACP Surveys

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Faculty Survey

Question: 11. The college/school uses an effective faculty recruitment process.


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Faculty Survey

Question: 33. I receive adequate guidance on career development.


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Faculty Survey

Question: 34. Funds are available to support my faculty development.


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Preceptor Survey

Question: 37. I receive needed support from the Office of Experiential Education.


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Alumni Survey

Question: 29. When I was a student the faculty were effective teachers.


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Alumni Survey

Question: 30. When I was a student the faculty displayed respect for their colleagues and students.
