2017 Spring Institute
Developing a Culture of Sustainable Assessment
CPD Activity Announcement
Hilton Washington Dulles Airport Hotel
Herndon, Virginia
May 22–24, 2017
Program Description:
The 2016 ACPE Standards set basic guidelines for what is needed in an assessment plan for Pharm.D. programs. However, developing a sustainable culture of assessment must go beyond these basic guidelines and involve administrators, the faculty, students and other stakeholders in the development and implementation of good assessment practice.
At the 2017 Spring Institute, attendees will learn how to work toward a sustainable culture of assessment that will also support the school’s future self-study process for ACPE and other entities. Teams will have breakout time where they can work on internal plans, share ideas with other teams, and consult with the presenters and other experts on-hand. ACPE representatives will offer their guidance based on their review of institutions that have recently gone through a self-study using the 2016 ACPE Standards.
Target Audience:
This educational activity is designed for faculty members, strategic planning officers, admissions personnel, student services personnel, and department chairs.
Agenda:
Please see agenda to view the Institute's full schedule.
Monday, May 22
8:45 a.m. – 10:15 a.m.
The 5 W’s of Assessment
Assessment is an integral part of academia as it determines whether the goals of school, program, or education are being met. Assessment assists us in making decisions about student grades or advancement, curricular changes, continuation of programs and initiative, and even funding. This session will discuss the why, who, what, when, and where of assessment in pharmacy education.
At the end of this session, attendees will be able to:
- Explain the role of assessment in pharmacy education for the evaluation of curricular and non-curricular outcomes.
- Identify key aspects of curricular and non-curricular assessments in pharmacy education.
- Describe the role of faculty and administrators in pharmacy assessment.
Lauren S. Schlesselman, Pharm.D., Associate Director, Center for Excellence in Teaching and Learning, School of Pharmacy, University of Connecticut
(UAN: 0581-0000-17-111-L04-P, 1.50 Contact Hours, Activity-type: Application-based)
10:30 a.m. – 12:00 p.m.
Instructional Design and Assessment Cycles
Good assessment follows an intentional and reflective process of design, implementation, evaluation, and revision. The Assessment Cycle relies on four simple but critical processes: Plan-Do-Check-Act. The ADDIE model, a process traditionally used by instructional designers, also relies on a reflective approach: Analysis-Design-Development-Implementation-Evaluation. As part of these models, educators must determine the desired objectives and outcomes, followed by assessing the achievement of them. This session will explain the assessment and instructional design cycles, along with role of assessment plans, strategic plans, and mapping.
At the end of this session, attendees will be able to:
- Explain the PDCA and ADDIE models and their role in assessment and design.
- Discuss the role of Bloom’s taxonomy in the development of learning objectives.
- Define key assessment terminology.
Lauren S. Schlesselman, Pharm.D., Associate Director, Center for Excellence in Teaching and Learning, School of Pharmacy, University of Connecticut
(UAN: 0581-0000-17-112-L04-P, 1.50 Contact Hours, Activity-type: Application-based)
1:00 p.m. – 3:00 p.m.
Structures and Processes, Strategic Planning and Organizational Effectiveness
During this session you will identify the resources at your institutions that contribute to a shared culture and consider how these resources may be used to sustain assessment practices across the institution.
At the end of this session, attendees will be able to:
- Define what Sustainable Assessment means to your institution.
- Identify institutional structures and procedures to support sustainable assessment.
- Identify measurable outcomes for Sustainable Assessment goals.
Sarah S. Garber, Ph.D., Associate Dean of Assessment and Director of Interprofessional Studies, College of Pharmacy, Rosalind Franklin University of Medicine and Science; Donald C. Brodie Academic Scholar-in-Residence, AACP
(UAN: 0581-0000-17-113-L04-P, 2.00 Contact Hours, Activity-type: Application-based)
Tuesday, May 23
8:30 a.m. – 10:00 a.m.
Educational Outcomes and Mapping
Mapping helps programs align their educational outcomes and courses. It also helps with the planning cycle by demonstrating when and where assessments could be implemented successfully. It is imperative that curricula be systematically aligned to improve student learning outcomes. This session will build upon the knowledge and skills gained in the Assessment and Instructional Design Cycles session from the previous day.
At the end of this session, attendees will be able to:
- Explain the process of curricular mapping.
- Define necessary components of an effective curricular map.
- Discuss how alignment of objectives and courses can lead to better educational outcomes.
Tara L. Jenkins, Ph.D., R.Ph., Associate Dean for Assessment and Curricular Innovation, College of Pharmacy, Touro University California
(UAN: 0581-0000-17-114-L04-P, 1.50 Contact Hours, Activity-type: Application-based)
10:15 a.m. – 12:00 p.m.
Curricular and Co-Curricular Key Performance (KPI’s)
Pharm.D. curricula have a variety of domains and competencies. ACPE standards, program-level outcomes, and other external entities offer direction on what graduates of a Pharm.D. program should look like and what they can do. Assessing student achievement of learning outcomes through curricular and co-curricular activities provides a variety of data that may be used to demonstrate student readiness for IPPEs, APPEs, and full-time practice. Identifying key performance indicators can help guide programs as they make decisions about developing or revising their curricular approach and the appropriate mix and balance of co-curricular activities to purposely develop for students. This session will discuss assessment data that may be used as KPIs of student readiness for a Pharm.D. program. Participants will have the opportunity to start identifying their program’s KPIs and the data points they already have or need to develop to assess student achievement and readiness.
At the end of the session, attendees will be able to:
- Discuss assessment data from curricular and co-curricular activities that may be used to demonstrate student achievement and readiness.
- Define key performance indicators in pharmacy education and in their own Pharm.D. program.
- Develop a list of KPIs for their Pharm.D. program and identify data points that demonstrate student performance in these key areas.
Tara L. Jenkins, Ph.D., R.Ph., Associate Dean for Assessment and Curricular Innovation, College of Pharmacy, Touro University California
Michael Fulford, Ph.D., Director of Assessment, College of Pharmacy, The University of Georgia
(UAN: 0581-0000-17-115-L04-P, 1.75 Contact Hours, Activity-type: Application-based)
1:30 p.m. – 3:15 p.m.
Assessing Student Services and Admissions
Assessment of student services and admissions is unique, but related to curricular assessment. Evaluating the overall experience of Pharm.D. students includes assessing the services that support retention, progression, and graduation. Assessing the admissions process for a Pharm.D. program and its relationship to performance in the program produces valuable data to support making decisions concerning recruitment, admissions, and academic support. This session discusses ways to evaluate and assess admissions, retention, progression, and student services and will draw upon examples from pharmacy education and other disciplines.
At the end of the session, attendees will be able to:
- Identify at least two assessment tools that can be used to evaluate their student services.
- Explain the process for using correlation statistics to evaluate the relationship between admissions and performance in the Pharm.D. program.
- Develop an assessment plan related to student services and admissions that aligns with ACPE Standards 2016.
Michael Fulford, Ph.D., Director of Assessment, College of Pharmacy, The University of Georgia
(UAN: 0581-0000-17-116-L04-P, 1.75 Contact Hours, Activity-type: Application-based)
Wednesday, May 24
8:30 a.m. - 9:45 a.m.
Update on ACPE Standards 2016
At the end of this session, attendees will be able to:
- Compare program assessment policies and procedures with the expectations of the accreditation standards.
- List the required information on program outcomes that must be made available to the public.
- Describe the expectations for reporting of required annual monitoring parameters to ACPE.
Mary E. Kiersma, PharmD, PhD, Assistant Director, Professional Degree Program Accreditation, Accreditation Council for Pharmacy Education
(UAN: 0581-0000-17-117-L04-P, Activity-type: Application-based)
10:00 a.m. – 11:00 a.m.
Continuous Improvement and Getting Buy-in
Assessment is not the responsibility of only a few faculty or administrators. It takes more than a few champions to make it work and keep it going. A culture of assessment is critical for successful assessment and growth. Just claiming a culture of assessment exists does not make it so. A true culture of assessment must include common use of assessment-related terms, faculty ownership of assessment programs, ongoing professional development, administrative encouragement of assessment, practical and systematic assessment plans, setting of outcomes for all courses and programs, comprehensive program review, assessment of co-curricular activities, and assessment of overall institutional effectiveness. This session will assist institutions in developing their own culture of assessment and plan for continuous improvement.
At the end of this session, attendees will be able to:
- Discuss best practices for developing a culture of shared responsibility.
- Identify institution-specific challenges for continuous improvement.
- Develop an institution-specific strategy for getting all faculty and administrators involve.
Lauren S. Schlesselman, Pharm.D., Associate Director, Center for Excellence in Teaching and Learning, School of Pharmacy, University of Connecticut
Sarah S. Garber, Ph.D., Associate Dean of Assessment and Director of Interprofessional Studies, College of Pharmacy, Rosalind Franklin University of Medicine and Science; Donald C. Brodie Academic Scholar-in-Residence, AACP
(UAN: 0581-0000-17-118-L04-P, 1.00 Contact Hours, Activity-type: Knowledge-based)
Disclosure Statement:
Speakers have indicated that they do not have any financial relationship with a commercial interest related to the content of their presentations. Program planners have reported no actual or potential conflicts of interest.
Continuing Education Credit:
AACP is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. This activity is eligible for ACPE credit; see final CPE activity announcement for specific details.
Continuing Education Credit Requirements:
Attendees must register, complete and submit CE session evaluations by accessing the online AACP Continuing Education Administration software program, Learning Express CE (LECE). Login or create your account with your AACP e-mail and password if you don’t already have an account on LECE. (Please verify that your NABP e-Profile ID and birthdate are correctly entered in your LECE profile and correspond with your NABP record. Failure to ensure this information is identical in both programs will jeopardize your earning CE credits.) Click on the 2017 AACP Institute link under the “CPD Activity” column and select each session you attended from the list of sessions offering CE credit. Scroll to the bottom of the screen and click on the “Register” button. Enter or confirm your profile information and confirm your session selections. Scroll to the bottom of the page and click the “Register” button to continue. With the Access Code provided at the Institute, complete the evaluation for each session you are requesting continuing education credit. Completion of the evaluation is required to earn continuing education credit. Attendees will have four weeks following the Institute to complete the evaluations. Access to session activity evaluations in LECE will be denied after June 26, at 11:59 p.m. ET. You may print “proof of participation” from the system for your records. Pharmacists can login to their NABP e-profile to access information about their completed CPE and to print a valid statement of credit if needed.
Fees:
Registration for the 2017 Spring Institute will cost $1,195 per person for AACP institutional members and $1,395 per person for non-institutional members. There is no additional fee for continuing education credit.
Sponsored by:
No financial support was identified for any component of this educational activity.