Meeting Faculty Development Needs via Inclusive Processes in a Newly Established College of Pharmacy

Objectives: Professional faculty development is essential in establishing the skills necessary to become both leaders in education and research. Changes were necessary for our College in this area. This study describes the development of a comprehensive faculty development program that is in compliance with the new ACPE Standards 2016. Methods: In fall 2013, the College reappointed a new chair of the faculty development committee (FDC). A needs assessment survey was created and circulated amongst the faculty members requesting prioritization of several key focus areas and measureable ACPE standard outcomes that were lacking and required immediate attention. Results: The FDC has updated and solidified many fundamental College policies and procedures surrounding the academic plan, performance appraisals and contract renewal processes. A peer evaluation procedure and tool were created to provide non –punitive feedback to faculty in an attempt to identify strengths and weaknesses. For new hires, a faculty orientation program was created for chairs and a mentoring plan was developed to identify and address obstacles in challenges early in their role. Over fifteen workshops were also offered to assist in personal and professional development within the last 18 months. Administration is currently devising a plan to alleviate teaching loads to allow faculty additional time to pursue scholarship. Faculty perception of the FDC effectiveness improved from 37.7% to 97% based on AACP/ACPE survey results. Implications: It is essential to the growth of any institution to make a concerted effort to incorporate inclusive processes amongst faculty for successful decision making strategies