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 Describe types of academic appointments Discuss critical factors to consider when seeking a career in academic pharmacy Discuss critical factors to consider when seeking a career in academic pharmacy Identify strategies for success as an active member of the academy 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 Faculty demand projected to increase by 20% during the next 10-years Related to retirements, larger class sizes, new pharmacy schools and branch campuses 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 427 vacancies 41% open > 1 year 41% open > 1 year 60% existing positions 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) 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 Reasons to Stay –Autonomy –Geography –Fringe benefits –Family –Job security Reasons to Leave Reasons to Leave –New challenge –Excessive workload –Poor salary –Relationship with administration –Organizational support Factors Related to Retention (cont.)

8. Key Point Seek evidence that… 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 Workload Expectations –Original research –Campus-based teaching –Service within the College Tenure Tenure –Formal secure position that doesn’t require contract renewals Promotion Promotion Assistant Professor Associate Professor

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

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

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

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

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

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

17. Do you know what is expected of you?

18. Key Points ASK questions to gain clarity! ASK questions to gain clarity! Who funds the position? Who funds the position? Review promotion and tenure criteria Review promotion and tenure criteria Assess new faculty workload allocation Assess new faculty workload allocation Evaluate opportunities to meet your goals Evaluate opportunities to meet your goals My philosophy… 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%) Formal faculty development programs (11%) Informal development programs (< 50%) Informal development programs (< 50%) Formal faculty mentoring programs (18%) 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 Facilitate a good “fit” between the faculty and the College Actions 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 Do your homework – NO surprises Find mentors and be a sponge Find mentors and be a sponge Protect your time during the first year Protect your time during the first year It’s YOUR journey – create a plan! It’s YOUR journey – create a plan! My philosophy… 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. “Functional” Teams Provide an environment to align interests so action plans can be implemented Provide an environment to align interests so action plans can be implemented Actions 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

26. Do supportive, trusting relationships exist?

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

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

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

30. Do you share similar values?

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