(a) History. When returning WWII veterans expanded the market for higher education, the UW President recommended establishment of a pharmacy program to the Trustees and legislature. A Director of the School of Pharmacy was hired in 1946. In 1948 the School was designated a College under the leadership of a Dean. The first baccalaureate in pharmacy class graduated in 1950 and the program was accredited by the American Council on Pharmaceutical Education (ACPE) the same year. The pharmacy program has remained accredited since. In 1960 the College of Pharmacy established a five year program (two years of pre-pharmacy and three years of pharmacy) leading to the Bachelor of Science in Pharmacy degree.

In 1968, all medically related programs at UW were incorporated into the College of Health Sciences, including the College of Pharmacy which was redesignated School. A single individual was named both Dean of the College of Health Sciences and Dean of the School of Pharmacy. In 1984 other medically related units were added to the College, the College reorganized, and the leadership assigned to two different individuals, one for the College of Health Sciences and one for the School of Pharmacy.

In 1996, the Board of Trustees approved, and the School of Pharmacy implemented as its sole entry-level professional degree program, a Doctor of Pharmacy (Pharm.D.) program, a four-year professional program preceded by a pre-professional program of not less than two years. In 1998, the last of the baccalaureate in pharmacy students graduated. The first Pharm.D. students will graduate in May 2000.

Description of Programs

(i) Preprofessional Program. High school graduates interested in becoming pharmacists and/or earning a pharmacy degree may enroll in the preprofessional program. This program consists of a minimum of 69 credits designed to provide students with the necessary prerequisites and University Studies courses to qualify for admission to the professional program. Fifty (72.5%) of the 69 credits are required; none are pharmacy courses; 45 credits are in Arts and Sciences as are most electives in which students enroll. Preprofessional students are assigned an advisor in the School of Pharmacy.

The preprofessional program does not lead to a degree. Students may apply to the professional program as early as the spring semester of their sophomore year. The average student enrolled in the professional program has completed the equivalent of seven semesters prior to admission; typically 15 to 20 percent have baccalaureate or higher degrees.

Students – at UW or elsewhere – need not be enrolled in the preprofessional program to apply to the professional program. The number of preprofessional students over the past five years ranges from 72 to 98 and is primarily a measure of the number of freshmen attending UW because of the existence of the pharmacy program.

(ii) Professional Program. The School of Pharmacy offers a single degree program, the entry-level professional program leading to the Doctor of Pharmacy (Pharm.D.) degree. As noted earlier and as indicated on the "Academic Planning Standard Data Set," (Appendix 1) the School is presently in a transitional phase, and the data are not reflective of our current program. Data prior to 1996 reflected the three-year baccalaureate program; data from fall 1996 through spring 1998 represents a combination of both programs; and data for 1998-1999 represents three years of the four-year doctoral program. Complete data on the four-year doctorate will not be available until after spring 2000. The best representation of statistics for the Pharm.D. program are those approved by the Trustees in 1996 (Appendix 2).

Accompanying the change to the Pharm.D. program, the School adopted a revised Mission Statement (Appendix 3). Entry class size was increased from 42 to 48 students, overall enrollment from 120 to 180, a 50 percent increase. Faculty size was authorized to increase from 16 to 20, a 25 percent increase. Trustees authorized additional costs to be paid through "differential tuition," a sum equal to resident tuition and fees, which was added to the School of Pharmacy budget. Student enrollment is currently ahead of projections, with 143 doctoral students (v. 138 projected) and 212 total students (v. 208 projected). The nonresident:resident ratio also is greater than projected. By the year 2000, tuition and fees paid by pharmacy students were projected to cover 88 percent of the School of Pharmacy budget. Currently, this amount is also above projections.

Pharmacy education is multi-disciplinary consisting of general education, basic sciences, pharmaceutical sciences, and professional practice. Within pharmacy education there are five recognized disciplines, each with its own subdisciplines. Most Schools/Colleges of Pharmacy are departmentalized along disciplinary lines. At UW, academic personnel are distributed as follows: Pharmaceutics: 2 F.T.E.; Social and Administrative Pharmacy: 3 F.T.E., including the Dean; Medicinal Chemistry: 2 F.T.E., including one vacancy; Pharmacology: 3 F.T.E., including pathophysiology; Pharmacy Practice: 9.35 F.T.E., including one vacancy, and one academic professional. Two faculty (i.e., 1.35 FTE) are supported in part by service contracts with in-state partner health care institutions.

The first two years of the professional curriculum consist primarily of pharma-ceutical sciences, with an early exposure to practice in each year. The third year consists of applications to pharmacy practice and the fourth year consists entirely of experiential coursework (practicums). The Pharm.D. program consists of 142 credits in four years: 25 required didactic courses (93 credits); four elective courses (seven to 13 credits); and 12 practicum courses (42 credits). When fully implemented, the student:faculty ratio will be approximately 13 FTE students per FTE academic personnel; 150 SCH per instructor per semester, compared to the 129 SCH per FTE reported in the Clemson data for Research institutions.

With the shift to a doctoral program and adoption of a new mission statement, the School also implemented a paradigm shift – from an emphasis on teaching to an emphasis on learning – consistent with the question raised in section 4 of the planning process: can work be done better and/or in a different manner?

(iii) Two additional program components, the Drug Information Center and Continuing Professional Education, deserve mention.

The Drug Information Center provides information and professional judgmental evaluations of medicinal and therapeutic agents in response to individual requests. In a typical year, approximately 1000 inquiries are received, from 22 of the 23 counties in Wyoming. The Center is an integral part of the School’s academic and research programs, providing required didactic instruction, elective practicums, and expertise for the grant-funded Drug Utilization Review program.

Continuing professional education is a requirement for relicensure offered through-out the state and via home study to practitioners and alumni. Over 100 pharmacists are served each year. Continuing education is generally considered an obligation of professional programs.

(b) Process Used to Develop Plan. The School of Pharmacy has engaged in a number of planning processes since 1985, the most recent of which culminated in implementation of the Pharm.D. program in 1996. The current process revisited and updated previous planning in light of rapid changes occurring in health care. A faculty retreat in late August, 1998 initiated the planning process. A faculty meeting in September focussed on goals and objectives, which were reviewed, revised and prioritized at an October meeting. Specific actions were linked to the goals and objectives. After review and revision, an initial draft was submitted to the College administration on November 15, 1998, and to faculty, students, and non-University participants. Students were represented by the School’s "Presidents’ Council", eight student organization and class presidents.

(2) Scholarly Focus – Teaching, Research and Service

(a) Regional, National and/or International Reputation. By definition, the UW School of Pharmacy is in the "top 100" pharmacy programs nationally; there are only 81 Schools/Colleges of Pharmacy in the U.S., six of which have not graduated any students. Rankings by newsmagazines are flawed; not based on professional programs (Appendix 4). Our School produces generalist primary care pharmacy practitioners. The best indicators of the quality of our program are our graduates, the quantity of applications from throughout the country and testimonials by employers. The pharmacy program is one of 20 UW programs named by Ruggs Recommendations for the Colleges.

In fall 1997, the latest year for which data are available, the Pharm.D. program had an application:enrollment ratio of 6.5:1, a ratio exceeded by only three schools. The current student body has students from 21 states. The School has an outstanding reputation throughout Wyoming, as evidenced by the 1990 Reallocation Process. The UW School of Pharmacy is the first choice of Wyoming residents who wish to study pharmacy. In 1997 only three residents enrolled in pharmacy programs elsewhere.

Individual faculty have national/international reputations, evidenced through their C.V.s. and summarized in Appendix 5.

(b) Interactions with Other Academic Units.

(i) Teaching. As indicated earlier, the entire preprofessional program is taught by units other than the School of Pharmacy. The School offers two service courses required in the nursing curriculum, both on-campus and through Extended Studies: pharmacology and pathophysiology (also taken by dental hygiene students and molecular biology graduate students) and an additional course for nurse practitioners. The School participates in the generic health science baccalaureate program. Although the School has no graduate programs, all on campus non-practice faculty have graduate faculty appointments. Faculty participate in three interdisciplinary programs (neuroscience, reproductive biology, and microbiology) and serve or have served on committees of graduate students in the following areas: computer science, chemistry, health education, psychology, zoology/physiology, nursing, education, business, animal science, bioengineering, molecular biology, communication and mass media.

Two pharmacy faculty teach medical residents at the family practice programs; two teach in the WWAMI program and one teaches a neuroscience graduate seminar and a Zoology/Physiology problems course. An interdisciplinary practicum involving pharmacy, nursing and medical technology is offered.

(ii) Research. Pharmacy faculty are involved in interdisciplinary research with the following units: Writing Center, psychology, animal science, nursing, human medicine, zoology and physiology, nutrition, philosophy, health education, statistics, sociology, WIND and veterinary sciences. Others in the past have included: EpScor, molecular biology, bioengineering, anthropology, marketing and management. In 1997, pharmacy faculty were co-investigators in $168,000 of grant funded research with (and attributed to) other units.

(iii) Service. Collaborative patient care services are provided at the family practice residency programs in Casper and Cheyenne and at the Eppson Center with the School of Nursing. Faculty serve on College, University and Faculty Senate Committees.

(iv) Economic Development. Economic development activities of an ad hoc nature are generally concerned with expanding, retaining or improving the infrastructure of Wyoming communities relative to health care, specifically pharmacist employment. Faculty serve on various health care committees throughout the state.

(c) "Niche." As the only pharmacy program, the School of Pharmacy serves a unique niche within the State and University. This niche is spelled out in the mission of the School (Appendix 3). Specifically, the School contributes to the quality of health care by graduating productive citizens and pharmacists competent to provide pharmaceutical care in a rural/frontier environment; researching aspects of drug use; and assisting health care providers, public and patients in improving and delivering health care. The School’s unique niche among pharmacy schools nationally is its emphasis on generalist practitioners of pharmacy capable of delivering pharmaceutical care in a rural/frontier environment. Its strength is in ambulatory care. Of the 81 schools/colleges of pharmacy, 36 are located in health science centers and 58 are in major urban areas. UW’s competitive advantage is its interdisciplinary community-based focus: primary care in community hospitals and ambulatory care, consistent with emerging health care trends.

(i) Centrality. The Trustee report to the 1995 legislature stated: "To carry out its mission, the University is committed to: ‘Offering excellent undergraduate, graduate, and continuing education opportunities in the liberal arts and selected professional disciplines.’" As one of three Trustee-designated professional programs (Law, Pharmacy and WWAMI), the pharmacy program qualifies as central. The pharmacy program, based on a sound scientific foundation while producing a professional practitioner that has been exposed to a plethora of liberal arts coursework, meets the land grant criterion of centrality.

(ii) Need, Demand for Program, including Employment Prospects.

Health is a central concern for society and many individuals. The most common treatment of illness, and a common method of health maintenance, is medication, which accounts for 17 percent of the nation’s health care expenditures. Communities and people in the state, region and nation have a need for pharmacists, pharmaceutical care and pharmaceuticals. Pharmacists and pharmacies are an essential component of the health care infrastructure of any community and pharmacies frequently serve a variety of social purposes for communities, including being an essential element in any economic development.

Qualified applicants have exceeded capacity since 1987. In 1996 class size was increased to 48 students. Applications numbered 311 in 1996, 312 in 1997 and 166 in 1998. The decline in the applicant pool was consistent with a national trend affecting all health care professions, increased competition (increase in number of programs) and institution of the Pharmacy College Aptitude Test (PCAT) as an entry requirement.

Employment prospects remain bright. Our graduates are highly sought nationally. The UW Career Services Center reports pharmacy graduates as 100 percent employed prior to graduation (if they so desire) and as having the highest entry-level salaries of all UW graduates (up to $75,000 per year). The number of prescriptions filled annually (the long-time basis for estimating pharmacist demand) continues to grow: from 1.7B in 1990, to 2.8B in 1998, and an estimated 4B in 2005 (a 44% increase). The National Association of Chain Drug Stores (NACDS) states that there is a severe shortage of pharmacists. "Greater reliance on prescription drugs as health care’s treatment of choice of aging baby boomers is behind the expected Rx growth spurt". NACDS projects a 50% increase in the number of pharmacists in Wyoming by 2005 (see Appendix 6).

The U.S. Bureau of Labor Statistics, in their 1998-99 Occupational Outlook Handbook indicates that "employment of pharmacists is expected to grow as fast as the average for all occupations" and cites reasons for growth, including new opportunities for pharmacists. Average base salaries of full-time salaried pharmacists in 1996 were reported to be $59,276; in chains, $61,735, and in hospitals $61,317. Salaries were highest in the west. Base salaries do not include bonuses, overtime, profit-sharing, or benefits.

(iii) Adverse Effects Caused by Modification/Elimination of Each Program.

Modifications take place in the pharmacy program routinely. However, such modifications are limited within the parameters of accreditation standards. We cannot eliminate entire disciplinary areas and must offer one year of practicums. Accreditation holds special significance for professional programs; students must graduate from an accredited program in order to qualify for licensure.

Beginning in 2000 only entry-level Pharm.D. programs will be accredited. For the past five years, the major share of resources, money, time and effort have been devoted to design, approval and implementation of a Pharm.D. program. Next year (1999-2000) will be the final year of implementation. Our program is currently in an accredited candidate status and will be evaluated again in spring 1999.

Goal 1. Prepare students to become practicing pharmacy professionals; generalist practitioners, capable of providing primary pharmaceutical care in a rural frontier environment, typical of the state of Wyoming.

Objective 1: Continue to provide a high quality accredited entry-level professional degree program.

Objective 2: Continue to provide a patient-oriented curriculum based on a sound scientific background.

Objective 3: Continue to graduate an "educated citizen" not merely a technically qualified professional.

Objective 4: Continue to recruit and retain highly qualified, above average students from the state, region and nation.

Goal 2. Provide enhanced educational opportunities for graduates and practitioners in the state, alumni, and graduates of related health care fields.

Objective: Enhance the professional knowledge and skills pharmacists need to provide pharmaceutical care that will optimize therapeutic outcomes in patients.

Goal 3. Strengthen basic and applied research in pharmaceutical sciences, pharmacy practice, drug delivery systems, and treatment of disease.

Objective 1. Identify research needs and direct efforts to meet those needs.

Objective 2. Discover and disseminate knowledge related to drug effectiveness, potential adverse actions, and new methods of provision of primary pharmaceutical care.

Goal 4. To be identified throughout the state by both the public and professionals, and throughout the University, as the primary resource for credible, unbiased information about drugs, pharmaceuticals, and medicinal agents.

Objective 1. Disseminate unbiased, individualized, personalized information to health care professionals throughout the state.

Objective 2. Participate in coursework and teaching throughout the University (regardless of department, School or College) wherever education about use of medicinals is appropriate.

Goal 5. Assist citizens of Wyoming to make the best use of medications to improve quality of life.

Objective 1. Provide direct pharmaceutical care services to patients.

Objective 2. Provide indirect services to assist health care practitioners (e.g. pharmacists, physicians, PAs, NPs, psychologists, etc.) to better serve their clients.

Objective 3. Develop additional partnerships with community and state agencies throughout Wyoming.

Objective 4. Assist in state economic development efforts.

3d. Responses to illustrative questions.

If the School of Pharmacy focussed only on undergraduate degrees, it could no longer fulfill its primary educational mission. ACPE, the national accrediting body for pharmacy education has proclaimed that beginning in 2000 it will accredit only Pharm.D. programs as entry-level professional programs qualifying graduates to take licensure examinations. Further, it has defined such programs as being of four years in length and preceeded by a minimum of two years of college coursework. Since a person must be a graduate of an (ACPE) accredited program in order to be eligible to take examinations for licensure as a pharmacist, undergraduate programs would be unaccreditable, graduates would not qualify for licensure, and the state would be forced to seek pharmacists elsewhere, undoubtedly leading to shortages, higher salaries passed on to health care consumers, and a further weakened health care infrastructure in the state and various communities throughout the state.

Because the pharmacy faculty is composed of a number of separate and distinct disciplines, the School does not have a single research focus. Pharmacy faculty are currently significantly involved in collaborative activities both on- and off-campus. Additional collaboration would have a positive impact.

The School engages in a number of recruitment activities: a Web page, linked to a wide variety of pharmacy related pages; participation by local pharmacists using School materials at high school career days and at "feeder" institutions throughout the state and region; ACPE listing; AACP listing and recruitment materials; and a personal response to all inquiries. In addition, the School holds articulation meetings with Wyoming community colleges, and has brochures available through Cooperative Extension, community colleges, Visitor Center, and many other community colleges and Universities throughout the country. Consistent and continued publicity is also viewed as a recruitment tool.

The School of Pharmacy had a high retention rate in its baccalaureate program, 85% of students graduating in three years after admission. This is attributed to high quality applicants, high quality of admitted students, excellent advising and good teaching. The doctorate is also expected to achieve good retention and graduation rates. A 15% attrition was projected in the initial budget, but to date retention is greater than projected with less than 5% not on target for graduation in four years.

At the current time, pharmacy is a program supported by WICHE in its PEP (professional experience program). Wyoming is a "receiving" state for pharmacy, with the only WICHE states without a pharmacy program being Alaska, Hawaii and Nevada. All three states have pharmacist shortages and higher than average pharmacist salaries, features likely to be typical in Wyoming if Wyoming chose to be a "sender" state. The question assumes either the state would provide additional WICHE funding or reallocate funding that currently supports Wyoming residents in other (primarily health related) fields. Given the reputation of the School throughout the state and region, other programs would seem more likely candidates for this approach.

Can work be done better and/or in a different manner?

With implementation of the Pharm.D. program, two significant actions took place relative to this question. New teaching methodologies have been incorporated in certain courses to promote critical thinking, decision-making and problem solving. Specifically, case studies had been used for a number of years in coursework in the social and administrative pharmacy and therapeutics areas. Case studies addressing patient care implications have been added to medicinal chemistry and pharmacology courses using faculty from both the basic sciences and pharmacy practice.

The second action, consistent with the paradigm shift from an emphasis on teaching to an emphasis on learning, as well as communication skills, has involved student presentations on assigned topics, either individually or in groups, in virtually all coursework in the first three years of the professional program.

It should be noted that this reengineering of teaching activities is designed for effectiveness rather than efficiency. The techniques are expected to result in better outcomes, but are labor (faculty) intensive relative to typical lectures.

Can departments/college share resources with others?

As indicated earlier (2b) the School currently extensively shares resources with others. An additional opportunity for sharing resources could be the Chemistry Department. Additionally, the School will make available an 1100 square foot teaching laboratory for the use of the medical technology program, and possibly share research space and projects with a medical technology faculty. Research space and laboratory equipment are also shared with physical education and nursing faculty currently.

Can programs/services not available currently, but in strong demand, be offered?

A number of proposed actions require additional funds: the non-traditional Pharm.D., interdisciplinary Ph.D. program, continuing education, and residencies.

The non-traditional Pharm.D. program can be funded at UW, as it is at the other Schools/Colleges of Pharmacy throughout the nation, by tuition. This would entail either change in current policy for outreach, negotiation and agreement with SES, or an agreement about distribution of tuition as an on-campus program, similar to the current differential tuition situation.

Primary costs of a graduate program involve graduate assistants. Currently, no graduate assistants are assigned the School of Pharmacy by the Graduate School. Additionally, GAs in Schools/Colleges of Pharmacy nationally command higher stipends than is typical at UW. Initially funding would be necessary It is anticipated that GAs would make faculty more effective and efficient and, over time, GA funding would come primarily through grants and contracts.

Residencies are funded through a variety of sources including institutional partners and federal agencies. The Cheyenne VAMC has already expressed interest in sponsoring a pharmacy resident.

Continuing education, except for the time and effort of a pharmacy faculty member designated as continuing education director has always been self-supporting. Funding has come from registration fees and educational grants from pharmaceutical manufacturers. These same sources would be used to fund additional programming. Certificate programs are in high demand by pharmacy practitioners.

1. Continue to implement the Doctor of Pharmacy (Pharm.D.) degree program. 1.1

2. Add additional experiential components for advanced experiences; continue and expand practicums with partner health care provider institutions. 1.2, 5.1

3. Focus on ambulatory and acute care, consistent with mission and nature of the state of Wyoming. 1.2

4. Emphasize faculty development efforts in teaching techniques for decision-making, problem-solving, and life long learning. 1.1

5. Continue monitoring of curriculum and course content through the School’s curriculum committee. 1.1

6. Continue to participate in interdisciplinary programs offered under the graduate school: neuroscience, microbiology, reproductive biology, ENR. 3.1

7. Continue to require University studies. 1.3

8. Continue, improve and expand the provision of accredited continuing professional education (CPE) required for relicensure; continue to make CPE accessible and convenient by conducting live events at different locations throughout the state, as well as providing home-study courses. 2.1

9. Develop and maintain active patient care activities at each faculty acute or ambulatory site; institute practice plan. 5.1

10. Participate in the statewide Telemedicine program. 4.1, 5.1, 5.2

11. Recruit and retain "research" faculty (good teaching credentials, established research background); provide space, equipment, and "start-up" funding. 3.1

12. Continue operations of the Drug Utilization Review Board. 3.2, 5.2, 5.3

13. Continue to seek to offer affordable continuing education by actively soliciting educational grants and other in-kind support. 2.1

14. Develop and implement a Ph.D. program as an interdisciplinary program through the Graduate School. 3.1

15. Develop, in conjunction with other College units, the College of Business and public administration, a health care administration degree at the masters’ level. 3.1

16. Initiate discussions with Psychology, Health Education, Counseling, Drug Education Center, Philosophy, Anthropology, Wellness Center, Molecular Biology, nutrition, Law, business, Chemistry, Botany, and History with the intent of collaboration in coursework and programs offered in those areas. 4.2

17. Provide a service course on medication use and health promotion. 4.2

18. Continue to participate in the WWAMI program. 4.2

19. Continue to participate in the health sciences baccalaureate program. 4.2

20. Continue to monitor trends in health care, new drug development, pharmacy practice and pharmacy education; integrate changes into coursework and curriculum as appropriate. 1.1

21. Improve access to the Drug Information Center through a statewide toll-free telephone line, internet, and telemedicine. 4.1, 5.1, 5.2

22. Implement interdisciplinary practicums that involve coordinated care (team skills), e.g. state training school, "store-front" mental health centers. 1.2, 5.1

23. Continue to provide expertise to community colleges in order to maintain pre-professional programs throughout the state. 1.4

24. Set up Net Meet or similar program to enhance teaching, research and pre-pharmacy advising between community colleges and the School. 1.4

25. Expand existing partnerships with the State Department of Health, specifically in the following areas/divisions: State Hospital, State Home, State Training School, Health Care Financing, Cancer Surveillance, Diabetes Control Program, and State Epidemiologist. 5.3

26. Conduct "train the trainer" conferences for preceptors (adjunct practice faculty) for the development of uniform goals, standards, and evaluation of student experiences. 1.1

27. Partner with Student Health in offering joint educational programming and provision of pharmacy services. 5.1

28. Expand partnerships with federal agencies, specifically the Public Health Service/ Indian Health Service, Department of Veteran’s Affairs, and Bureau of Prisons. 5.3

29. Offer a Pharmacotherapeutics program to practicing psychologists, through the Wyoming Psychological Association. 5.2

30. Continue contributing Health Messages. 4.1

31. Assist the Business Development Council by providing expertise to enhance, maintain or develop the pharmacy component of a community’s health care infrastructure. 5.4

32. Emphasize collaborative clinical research and demonstration projects at residency sites; collaborate with MDs, PAs, nurses, etc. 3.2

33. Enhance publicity and public relations; promote services/expertise to media. 4.1

34. Establish a "public policy institute for health care delivery" which would, in addition to pharmacy, draw upon expertise throughout the campus to identify, research, and disseminate results not only related to the drug and pharmacy component of health care, but also health-related social issues. 3.1

35. Continue and improve Pathophysiology, Pharmacology, and Pharmacotherapeutic courses offered for nursing students both on-campus and through outreach. 4.2

36. Add additional accredited continuing education certificate programs of a depth and focus (including experiential components) that will "certify" pharmacists to provide specialized disease state management service in particular areas: diabetes care, asthma, lipid, osteoporosis, anticoagulation, depression, cardiovascular disease. 2.1

37. Develop a "Natural Products Center." 3.1

38. Implement approved residency training with health-care provider partners, in the following areas: family practice, drug information, nutritional support, psychopharmacy, and community pharmacy practice. 2.1, 5.2, 5.3

39. Provide in-service training at partner institutions. 5.2

40. Establish partnerships with State Department of Corrections. 5.3

41. Further develop mentoring relationships at practicum sites. 1.1

42. Implement a "nontraditional" Pharm.D. degree program. 2.1

(5) Evaluation and Use of Evaluation Results

(a) Student Outcomes Assessment Plan.

The School of Pharmacy has historically used three outcomes assessments not universally used at UW: licensure examination results, alumni surveys (generally conducted in conjunction with accreditation self-study) and exit interviews with students. These assessments, together with other input including the Pew Commission reports, student opinion and changes in health care delivery and pharmacy practice were factors in both the decision to offer the Doctor of Pharmacy as the sole entry-level professional program and specific curricular offerings within the program.

For the past decade, typically over 90 percent of graduates have passed the national licensure examination (NABPLEX) on their first attempt. Both passing rate and average scores have not differed significantly from national averages. In the first "test window" in 1998, 35 (of 41) of the final baccalaureate graduates had a passing rate of 97.14 percent (v. 95.21 nationally) with an average standardized score of 101.34 (v. 101.98 nationally). Scores are also provided for the competencies measured; detailed data for 1998 is not yet available.

The current academic planning process has not resulted in significantly modified or new goals that necessitate modifying existing assessment processes. In general, feedback is provided to the Dean, to individual faculty, and to the Curriculum Committee.