ALFP is a one-year program.  There are four in-person sessions throughout the year.  Two sessions are "stand-alone" and two sessions are held in conjunction with the INterim and Annual meetings.  Plan on approximately 5 days for each of the sessions.  The days and some evenings are packed so do not plan on doing any work during the sessions.  You will need some time to prepare for the sessions (readings, reflections) and there will be 4-6 1-hour virtual check-ins and programs scheduled throughout the year to supplement the in-person sessions.  Additionally, a plan for mentoring with your Dean at your institution is another program component and should be planned accordingly.  

Fellows are required to attend all four ALFP sessions. Sessions I and II occur in September and October, respectively, and are held in the Washington, DC area. Sessions III and IV occur during the AACP INterim and Annual meetings, respectively.

Yes. Individuals selected to participate in ALFP must hold active membership in AACP.

Yes. The tuition for ALFP is $10,600. This amount includes the program curriculum, speakers, leadership books and materials, a one-year subscription to the Harvard Business Review, team-building exercises, the Gallup Clifton Strengths exercises, programming at the George Washington Presidential Library and Mt. Vernon, programming at Planet Word museum, registration at AACP INterim and Annual meetings, and some meals.

The fellow and/or their college or school are responsible for the fellow's travel, lodging, some meals, and any other personal expenses associated with participation in ALFP. 

You will be a part of a special cohort, it will be Cohort 20.  We are celebrating 20 years of the program!  To date, over 550 pharmacy educators have participated in ALFP...and counting!  After ALFP graduation, you will be joining an amazing network of pharmacy leaders as an alumni member.

The nomination process typically opens in February and closes in late March or early April.  See the specific call for the exact dates each year.

The dean of the college or school of pharmacy (e.g., CEO dean) must make the nomination.

The dean of the college or school of pharmacy may nominate one individual for ALFP.

If you are interested in applying for ALFP, it is recommended that you discuss the following items with your dean, who will serve as your Dean Mentor at your institution:

• Mentorship plan between you and your Dean Mentor (and Co-Mentor, if applicable) including a general outline of objectives, topics and schedule of meetings throughout your fellowship year. This is critical so you can apply what you learn through ALFP to your local leadership context.
• Release time from faculty and/or administrative responsibilities so that you are able to fully engage in and successfully complete ALFP
• Financial support for your participation

A maximum of 30-35 fellows are selected to participate in ALFP each year.

The Leadership Dean Facilitators for the cohort along with AACP staff review, rank, and make a final selection.

Decisions are typically communicated to nominees via email in mid-May.

Please note: All times are listed in Eastern Standard Times (EST)! Please convert to your time zone.

Day 1

Wednesday, January 18

10:00 a.m.–10:20 a.m.

Welcome and Overview

Sarah Shrader, Pharm.D., American Association of Colleges of Pharmacy

Katie McClendon, Pharm.D., University of Mississippi School of Pharmacy

Session Resources

MC Presentation Slides

 

10:20 a.m.–11:20 a.m.

The Heart of the Matter: What Do Patients Need from an Inclusive Healthcare Team?

Patient Panel

 

11:20 a.m.–11:50 a.m.

Mixed Cohort Team Time 1

 

11:50 a.m.–12:40 p.m.

Journey through Allyship: Walking the Walk, Not Just Talking the Talk

Matt Fete, Ph.D., Chicago State University College of Pharmacy

Jeremy Fox, Pharm.D., Shenandoah University School of Pharmacy

Jeanine Abrons, Pharm.D., M.S., University of Iowa College of Pharmacy

Monica Miller, Pharm.D., Purdue University College of Pharmacy

Session Resources

Session Handout (PDF)

Engaging in Authentic Allyship as Part of Our Professional Development (PDF)

Harvard Business Review: 7 Ways to Practice Active Allyship

 

12:40 p.m.–1:40 p.m.

Meal Break

 

1:40 p.m.–2:10 p.m.

Home Team Time 1

 

2:10 p.m.–3:10 p.m.

Track A:
Effects of Microaggressions, Bias, and Discrimination on Student Wellbeing and Learning

Pooja Chandrashekar, M.D./M.B.A. Student, Harvard Medical School and Harvard Business School

Nicole Jacobs, Ph.D., University of Nevada, Reno Medical School

Session Resources

The Microaggressions Triangle Model: A Humanistic Approach to Navigating Microaggressions in Health Professions Schools (PDF)

Addressing Microaggressions in Academic Health: A Workshop for Inclusive Excellence (PDF)

Addressing Patient Bias and Discrimination Against Clinicians of Diverse Backgrounds (PDF)

Presentation Slides (PDF)

 

Track B:
Moving Forward: Modeling Vulnerability with Learners and Peers

Danielle Gundrum, Pharm.D., Roseman University College of Pharmacy

Tressa McMorris, Pharm.D., University of Mississippi School of Pharmacy

Session Resources

Presentation Slides (PDF)

 

3:10 p.m.–3:30 p.m.

Break

 

3:30 p.m.–4:15 p.m.

Mixed Cohort Team Time 2

 

4:15 p.m.–5:15 p.m.

Home Team Time 2

 

5:15 p.m.–5:30 p.m.

Wrap-up Day 1

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Day 2

Thursday, January 19

9:45 a.m.–10:00 a.m.

Optional Coffee Chat

 

10:00 a.m.–11:00 a.m.

The “How” of Inclusive Teaching: Practical, Evidence-Based Strategies for Every Class

Flower Darby, M.A., Flower Darby, LLC

Session Resources

Recommended Resources from Flower Darby (PDF)

Guided Notes (PDF)

Presentation Slides (PDF)

 

11:00 a.m.–11:10 a.m.

Break

 

11:10 a.m.–12:00 p.m.

Track A:
Strategies to Create an Equity-minded & Culturally Affirming Learning Environment

Sally Arif, Pharm.D., Midwestern University College of Pharmacy

Session Resources

Presentation Slides (PDF)

 

Track B:
Pharmacy Education for Students with Disabilities

Lisa Meeks, Ph.D., M.A., University of Michigan Medical School

Michelle Laughlin, M.S., Drake University

Session Resources

Presentation Slides (PDF)

 

Track C:
Contemporary Curriculum and Assessment Solutions Focused on Enhancing Equity, Diversity, and Inclusion in the Classroom

Catherine Cone, Pharm.D., Touro University College of Pharmacy

Session Resources

Transparent Equitable Learning Readiness Assessment (PDF)

Transparent Assignment Template (PDF)

Transparent Equitable Learning Framework (PDF)

Checklist for Designing Transparent Assignments (PDF)

Presentation Slides (PDF)

 

12:00 p.m.–12:10 p.m.

Break

 

12:10 p.m.–12:45 p.m.

Mixed Cohort Team Time 3

 

12:45 p.m.–1:45 p.m.

Meal Break

 

1:45 p.m.–2:35 p.m.

Incorporation of EDI into the Curriculum and Co-Curriculum

Imbi Drame, Pharm.D., Howard University College of Pharmacy

Session Resources

JEDI Toolkit Scavenger Hunt (PDF)

Presentation Slides (PDF)

 

2:35 p.m.–3:25 p.m.

Track A:
Building Cross-cultural Communication and Cultural Care Skills into the Curriculum (Patient Care Focus)

Malaika Turner, Pharm.D., M.P.H., Howard University College of Pharmacy

Session Resources

Presentation Slides (PDF)

 

Track B:
Conscientious Representation of Identities Across Case-Based Learning

Vibhuti Arya, Pharm.D., M.P.H., St. John’s University College of Pharmacy and Health Sciences

Kyle Wilby, Pharm.D., Ph.D., Dalhousie University College of Pharmacy

Session Resources

Presentation Slides (PDF)

 

Track C:
Getting Uncomfortable: The Intersectionality of Health Equity and Experiential Education

Sharmon Osae, Pharm.D., University of Georgia College of Pharmacy

Session Resources

Presentation Slides (PDF)

 

3:25 p.m.–3:50 p.m.

Break

 

3:50 p.m.–4:40 p.m.

Mixed Cohort Team Time 4

 

4:40 p.m.–5:30 p.m.

Home Team Time 3

 

5:30 p.m.–5:45 p.m.

Wrap-up Day 2

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Day 3

Friday, January 20

10:00 a.m.–10:15 a.m.

Welcome and Reflections

 

10:15 a.m.–11:30 a.m.

Troika Consulting

 

11:30 a.m.–11:45 a.m.

Break

 

11:45 a.m.–12:15 p.m.

Home Team Time 4

 

12:15 p.m.–1:00 p.m.

How to Teach and Lead for Sustainable EDI Change

Whitney Peoples, Ph.D., University of Michigan School of Public Health

Session Resources

Presentation Slides (PDF)

Team Time Assignments

Mixed Cohort Teams

Home Teams

Team Time Handouts

Mixed Cohort Team Time Prompts

Home Team Time Prompts

Home Team Action Plan

Troika Instructions (PDF)

General Resources

Macy Foundation Webinars and Reports

• Suggested Report
  • Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments (PDF)

Macy Foundation Vital Voices Podcast 

The Chronicle of Higher Education Webinars 

• Suggested Webinars on Inclusive Teaching
  • Talking About Teaching: The Changing Professor-Student Dynamic 
  • Teaching for Inclusivity: What College Leaders Need to Know 
  • The Faculty's Place in Student Success 

AAMC IDEAS (Inclusion, Diversity, Equity, and Anti-racism) Learning Series

MedEdPORTAL Diversity, Equity, and Inclusion Collection

Advancing Health Equity: A Guide to Language, Narrative and Concepts from AMA and AAMC (PDF)

AACN Diversity Toolkit

Five Essential Steps for Faculty to Mitigate Racial Bias and Microaggressions in the Classroom (PDF)

2022 School Posters

Bridging Pharmacy Education and Practice Theme, DEIA sub-themes

Creighton University – Assessment of Faculty and Staff Perceived Knowledge and Confidence Through Implicit Bias Training (PDF)

Harding University – Increasing the Number of Black Men in White Coats in Pharmacy and Osteopathic Medicine (PDF)

Long Island University – Bridging the Gaps Between Diversity, Equity, Inclusion, Anti-Racism, and Education at an Urban College of Pharmacy (PDF)

Northeast Ohio Medical University – Inception of a College-Level Diversity, Equity, and Inclusion Task Force: More Than a Photo Op (PDF)

Ohio Northern University – Expanding the Rural Health Workforce: Development and Delivery of a Rural Scholars Program (PDF)

Regis University – Building a Diverse, Inclusive and Equitable Intentional School Environment Through a Committed Task Force (PDF)

Roseman University of Health Sciences – Meeting the Needs of Our Communities, the CVS Health Spanish Pathway Program (PDF)

Rutgers University – W.I.D.E.-ning Our Reach: Initiatives to Advance Wellness, Inclusion, Diversity & Engagement at a School of Pharmacy (PDF)

St. John Fisher University – Utilizing Diversity, Equity, and Inclusion Survey Results to Fulfill Gaps in the Pharm.D. Curriculum (PDF)

St. John’s University – A Commitment to Diversity and Inclusivity Through the Pandemic: The Changing Faces of Pharmacy Program (PDF)

Saint Joseph’s University – Building a More Inclusive Environment: Efforts and Successes at the Philadelphia College of Pharmacy (PDF)

Shenandoah University – Diversity, Equity, Inclusion, and Anti-Racism Efforts at Shenandoah University Bernard J. Dunn School of Pharmacy (PDF)

Temple University – Temple University School of Pharmacy Response to Afghan Evacuee Crisis (PDF)

Texas A&M University – Promoting Diversity, Racial Equity, and Inclusive Excellence through a New Initiative at Texas A&M University Rangel School of Pharmacy (PDF)

University of California San Diego – Diversity, Equity, Inclusion, and Anti-Racism Initiatives at University of California San Diego (PDF)

University of Cincinnati – Development of a Diversity, Equity, Inclusion, and Accessibility Strategic Plan at a College of Pharmacy (PDF)

University of Connecticut – Laying the Foundation to Advance Diversity, Equity, and Inclusion in Pharmacy Education and Practice (PDF)

University of Findlay – Changing our Culture: A Look at Student-Led, College-Supported, DEIA Initiatives in a Rural Midwest University (PDF)

University of Florida – More than Moving the Needle: Diversity, Inclusion, and Health Equity at the University of Florida (PDF)

University of Maryland Eastern Shore – Advocacy, Community, and Training Immersion Program: Interprofessional Education on COVID-19 and Healthcare Disparities (PDF)

University of Michigan – Multipronged Approach to Build a College Culture Focused on Diversity, Equity, Inclusion, and Anti-Racism (PDF)

The University of Mississippi – Transformation Through Shared Accountability: Equity in Action to Prepare Students for Diverse Patient Populations (PDF)

University of Southern California – Investing in the Community to Address Pharmacy Deserts and Improve Health Equity in Los Angeles (PDF)

University of Texas at Austin – Designing a Longitudinal Practice Lab Sequence Bridging Education and Practice (PDF)

The University of Toledo – Interprofessional Approach to Developing a Social Determinants of Health Module for an Interprofessional Education Program (PDF)

University of Wisconsin-Madison – Evaluation of Pharmacy Family Pilot Program During COVID-19 (PDF)

Wilkes University – Integrating Systemic Racism into a First Professional Year Course with a Student-Led Symposium Capstone (PDF)

Xavier University of Louisiana – A College of Pharmacy Tele-Based Approach to Addressing Health Equity (PDF)

Please refer to the CPE activity announcement for specific CE credit information.

The deadline to complete the CPE requirements for continuing education credit is March 6th.

AACP is pleased to offer continuing education credits for select sessions presented during the 2023 EDI Institute. Administration of CE is handled through the online CE management program, Learning Express CE (LECE). Access to LECE is via the link: https://aacp.learningexpressce.com.

Through LECE, licensed pharmacist attendees will register for accredited continuing education sessions and complete the session’s assessment and evaluation utilizing the “Access Code” provided at the conclusion of the Institute. The code will verify attendance and is necessary to complete the session's assessment and evaluation in LECE. Upon successful completion of the assessment and evaluation, LECE will transmit the CE credit information to the regulatory bodies at NABP and ACPE. CE credit information will be reflected in CPE Monitor™. Attendees will have 45 days following the workshop to complete the CPE requirements for continuing education credit. Access to the session activity evaluations and assessments in LECE will be denied after Monday, March 6, 2023, 11:59 pm ET.

Attendees must verify that their NABP e-Profile ID and birthdate (in MM/DD format) are correctly entered into LECE and correspond with their NABP record. Failure to ensure this information is identical in both programs will jeopardize their earning CE credits.

How to access/manage Learning Express CE:

1. Please go to LECE at: https://aacp.learningexpressce.com/.
2. Select the “2023 Equity, Diversity and Inclusion Institute” link under the CPD Activity column.
3. Click on the date to view a list of the accredited continuing education sessions.
4. Click in the box in front of the sessions you’ve attended. Once selected, scroll to the bottom of the page, and click on the “Register Now” button.
5. Login to LECE if you are a registered user. If you are using LECE for the first time, please create an account utilizing your AACP email and password. (Be sure to include your correct NABP e-Profile ID and birthdate in MM/DD format in your Learning Express CE profile. Verify that your NABP e-Profile ID and birthdate are correctly entered into your Learning Express CE profile and correspond with your NABP record.)
6. Confirm your selected sessions and click the “Register” button.
7. A green button titled “Take the Test” will appear to the right side of the session’s title for which you have registered.
8. You will be asked to input the access code in a pop-up window prior to completing the test. Attendees must achieve 75% on the test to obtain CPE credit.
9. Upon successful completion of the assessment, complete the CE evaluation for the session. After completing the evaluation, click on the “Submit” button.

ACPE recognizes as valid only statements of credit generated from your NABP e-Profile account. Pharmacists should login to their NABP e-profile to access information about their completed CPE and to print a valid statement of credit if needed.

The American Association of Colleges of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

Day 1 Recordings

Wednesday, January 18

Large Group Sessions Recording (including all sessions listed below)

• Welcome and Overview
• The Heart of the Matter: What Do Patients Need from an Inclusive Healthcare Team? Patient Panel
• Journey through Allyship: Walking the Walk, Not Just Talking the Talk
• Home Team Time 1 (activity set-up)

 

Track Session Recordings

2:10 p.m.–3:10 p.m. ET

Track A: Effects of Microaggressions, Bias, and Discrimination on Student Wellbeing and Learning

Track B: Moving Forward: Modeling Vulnerability with Learners and Peers

 

Day 2 Recordings

Thursday, January 19

Large Group Sessions Recording (including all sessions listed below)

• The “How” of Inclusive Teaching: Practical, Evidence-Based Strategies for Every Class
• Incorporation of EDI into the Curriculum and Co-Curriculum

 

Track Session Recordings

11:10 a.m.–12:00 p.m. ET

Track A: Strategies to Create an Equity-minded & Culturally Affirming Learning Environment

Track B: Pharmacy Education for Students with Disabilities

Track C: Contemporary Curriculum and Assessment Solutions Focused on Enhancing Equity, Diversity, and Inclusion in the Classroom

 

2:35 p.m.–3:25 p.m.

Track A: Building Cross-cultural Communication and Cultural Care Skills into the Curriculum (Patient Care Focus)

Track B: Conscientious Representation of Identities Across Case-Based Learning

Track C: Getting Uncomfortable: The Intersectionality of Health Equity and Experiential Education

 

Day 3 Recordings

Friday, January 20

Large Group Sessions Recording (including all sessions listed below)

• Troika Consulting (directions and set-up)
• How to Teach and Lead for Sustainable EDI Change