OBJECTIVE

1. Foundation and Conceptual Framework for a Teaching Certificate Program for Professional and Graduate Students, Residents, Fellows, and Practitioners Dana Hammer, Karan Dawson, Nanci Murphy, Teresa O’Sullivan , Peggy Odegard University of Washington School of Pharmacy OBJECTIVE PROPOSED CURRICULUM GRADUATE SCHOOL REQUIREMENTS Design a teaching certificate program to prepare pharmacy educators for the rigors of academic teaching, and to help inspire others to consider academic careers. • In order to be an approved certificate program at the University of Washington, the Graduate School has several requirements (http://www.grad.washington.edu/Acad/GradCertificate.htm): • Advisory Board of UW faculty and representatives of the professional community where appropriate. • Instructors of courses must be UW faculty. • Admissions Processes and Standards must be in place to ensure selection, quality and suitability of participants. • Program Scope/Curriculumand Standards must be organized into a structured progression of classes, and include a capstone or equivalent unifying experience that provides intellectual cohesion to the program. Program must consist of no less than 15 credit hours, 9 of which must be in 500-level courses and above, and 9 of which must be graded. Students must maintain a minimum 3.0 GPA in program courses. • Approval/Review Process of the Graduate School must be applied to and approved in order to offer and maintain the program. Proposals for new Graduate Certificate Programs must follow the Higher Education Coordinating Board guidelines, and be approved by the Graduate School Council and UW Board of Regents. PROGRAM OUTCOMES • Upon completion of this certificate program, the participant is expected to be able to: • Discuss the history and future of pharmacy education, • Identify and evaluate references and resources for pharmacy faculty to aid in their teaching, • Create and deliver an instructional module, • Assess the learning value of that module or other instructional activity, • Utilize a variety of instructional methodologies and assessments to facilitate learning, • Design appropriate grading systems, • Utilize a variety of educational research and measurement techniques, • Evaluate and discuss specific education journal articles of interest to the participant, • Complete and present an education-related capstone project, • Create a comprehensive portfolio to demonstrate achievement of rotation outcomes. OTHER REQUIREMENTS IMPLICATIONS • Capstone project: longitudinal project begun in Fall; should include a measurement aspect; brd members serve as individual project mentors • Program portfolio: students will be required to demonstrate achievement of program outcomes via creation of a portfolio. This portfolio should be started in the Fall to be completed in the Spring, with periodic (2/qtr) review + feedback from mentor • Campus workshops:related to teaching/learning; offered through pharmacy or other program; 1 per quarter • Enhance the teaching skills of instructor/practitioners, graduate and professional students, residents and fellows • Inspire participants to pursue careers in academia • Serve as model for other programs developing similar initiatives