Strategies for Success in Academia : Perspectives of a Department Chair

1. Strategies for Success in Academia: Perspectives of a Department Chair Charles T. Taylor, Pharm.D., BCPS Associate Dean for Professional Education and Clinical Affairs Director of Pharmacy Practice, St. Louis College of Pharmacy ctaylor@stlcop.edu

2. Outline • Describe types of academic appointments • Discuss critical factors to consider when seeking a career in academic pharmacy • Identify strategies for success as an active member of the academy

3. Growth in Pharmacy Practice Faculty 2006-07 AACP Profile of Pharmacy Faculty 2006-07 AACP COF/COD Task Force on Faculty Workforce Report

4. Growth Expected to Continue • Faculty demand projected to increase by 20% during the next 10-years • Related to retirements, larger class sizes, new pharmacy schools and branch campuses 2006-07 AACP COF/COD Task Force on Faculty Workforce Report

5. Vacant Pharmacy Practice Positions in 2006 • 427 vacancies • 41% open > 1 year • 60% existing positions 2006-07 AACP Profile of Pharmacy Faculty 2006-07 AACP COF/COD Task Force on Faculty Workforce Report

6. Factors Related to Retention • Survey of pharmacy faculty (2005) • 885 respondents (23%) • 57% pharmacy practice faculty • 39% assistant professors • 65% first job in academia Conklin MH, Desselle SP. Am J Pharm Educ 2007; 71(4): article 62

7. Reasons to Stay Autonomy Geography Fringe benefits Family Job security Reasons to Leave New challenge Excessive workload Poor salary Relationship with administration Organizational support Factors Related to Retention (cont.) Conklin MH, Desselle SP. Am J Pharm Educ 2007; 71(4): article 62

8. Key Point • Seek evidence that… • Workloads are individualized, balanced • Salaries and benefits are competitive • Advancement is supported

9. Being a college faculty member is a spectrum of broad responsibilities requiring many different skill sets

10. Tenure Track • Workload Expectations • Original research • Campus-based teaching • Service within the College • Tenure • Formal secure position that doesn’t require contract renewals • Promotion Assistant ProfessorAssociate Professor

11. Non-tenure Track • Workload Expectations • Site-based instruction (e.g. APEs, IPEs) • Scholarship focused on teaching and practice • Patient care responsibilities • Contracts • Yearly or multi-year contracts • Promotion Clinical Assistant ProfessorAssociate Professor

12. Pharmacy, the Base Profession • Content expertise • Practice / clinical skills • Research techniques Doctor of Pharmacy PGY1 Residency PGY2 Residency Certification

13. Teaching Scholarly activities Service Administration Conflict management Team building Technical writing Instructional design/delivery … and many more Academia, the Meta-Profession Areas for Faculty Mentoring

14. Lecturer Facilitator Case writer Test writer Assessor Preceptor Scope of involvement influenced by type of academic appointment Typically linked to areas of expertise (base profession) Types of Teaching

15. Publications Podium presentations Poster presentations Grants Contracts Influenced by college mission– research intensive versus teaching intensive All colleges expect faculty to contribute to the scientific and professional literature Types of Scholarship

16. University College of Pharmacy Practice site Profession Community Fosters professional identity so be involved (but at the right time!) Watch for the Syndrome of Workaholism Types of Service

17. Do you know what is expected of you?

18. Key Points • ASK questions to gain clarity! • Who funds the position? • Review promotion and tenure criteria • Assess new faculty workload allocation • Evaluate opportunities to meet your goals • My philosophy…

19. There is a mutual need in academia. Colleges need ideas, energy, and talent; Faculty need careers, support, and opportunities.

20. Faculty Advocates • Formal faculty development programs (11%) • Informal development programs (< 50%) • Formal faculty mentoring programs (18%) MacKinnon GE. Am J Pharm Educ 2003; 67(1): 49-71. Zeind CS, et al. Am J Pharm Educ 2005; 69(5): 1-13.

21. “We Care” Approach • Facilitate a good “fit” between the faculty and the College • Actions • Conduct internal programs (Faculty Academy) • Support registration for external programs • Organize social events • Assign mentors • Schedule meetings with Chair • Visit clinical sites of peers • Recognize achievements • Stress and conflict management • Retreats

22. Do opportunities exist for growth?

23. Key Points • Do your homework – NO surprises • Find mentors and be a sponge • Protect your time during the first year • It’s YOUR journey – create a plan! • My philosophy…

24. Colleges are coalitions of diverse faculty with competing interests but scarce resources. Choices are made through healthy conflict, bargaining, and negotiation.

25. Provide an environment to align interests so action plans can be implemented Actions Build base of understanding and support at sites before faculty arrive Meet jointly with key decision makers at site and the faculty member Remove the faculty member from feeling caught in the “middle” Discuss support systems “Functional” Teams

26. Do supportive, trusting relationships exist?

27. Key Points • Determine your agenda for the future • Build relationships with leaders • Deal openly with differences • My philosophy…

28. What is most important is not what happens… but what it MEANS. We interpret experiences differently

29. Actions White coat ceremony Office furnishings Bulletin boards showcasing faculty/student achievements Dress codes Monthly birthday celebrations Health Fairs Poster Day Football tailgates Newsletters “Pictures paint a thousand words”

30. Do you share similar values?

31. Continually Re-Assess and Re-Align…. Expectations Personal Growth Relationships Culture BALANCE!!