The Academy at the UNC Eshelman School of Pharmacy aims to create and nurture a community of faculty educators dedicated to enriching professional, graduate, and postgraduate learning and advancing education in pharmacy and the pharmaceutical sciences.
The Academy is framed around three core areas:
- Developing faculty and clinical preceptors as educators and scholars in education;
- Facilitating the design, implementation, and evaluation of new approaches to teaching; and
- Engaging in the creation of best practices in education through the design, rigorous evaluation, and dissemination of educational innovations.
The Academy stands as a prominent symbol of the importance and centrality of education to the overall mission of the School and to the School’s commitment to the pursuit of excellence and innovation in education.
To be at the forefront of leading innovations and best practices in teaching, learning, and the scholarship of education.
To create and nurture a community of faculty educators dedicated to enriching student learning and advancing pharmacy education.
Our Core Values
As a community of educators and scholars, we will:
- Work collaboratively with one another to identify and create new approaches to teaching as a means to engage students and enhance student learning.
- Remain abreast of new and emerging developments in education and share these throughout our School community to ensure that we are continually positioning ourselves for sustained innovation.
- Create an environment that stimulates an exchange of ideas about teaching, fosters the creative design of new approaches to teaching, and engages faculty in research and scholarship to identify best practices in education.
- Constantly challenge ourselves to evaluate and refine our approaches to teaching to ensure continued improvements in learning and sustained excellence in carrying out the educational mission of the School.
- Create new knowledge and share our curricular innovations and best practices with others.
Facilitate the development of pharmacy educators and scholars in education
- Create programs that orient new faculty to their role as educators in the School and facilitate their effectiveness as educators.
- Connect faculty to other educators as a means of facilitating their development as educators, whether in the classroom, the laboratory, or the patient care setting.
- Facilitate the development of professional students, graduate students, residents, and postdoctoral fellows to be effective educators.
- Develop faculty to be effective investigators and scholars in the conduct of educational research and the scholarship of education.
Facilitate the design, implementation, and evaluation of new approaches to teaching
- Provide individualized direction and guidance at the level of one’s course, rotation, or other learning experience around best practices in instruction, pedagogy, and assessment of student learning.
- Work with faculty to incorporate technology into the learning environment and assist faculty in meeting their instructional technology and design needs.
- Develop learning tools and programs to showcase and illustrate best practices in teaching and learning.
- Develop a plan for learning that capitalizes on our alumni and serves as an extension of our educational program, thereby facilitating their continued education and development as exemplary health-care professionals, educators, and leaders.
Engage in the design and rigorous evaluation of educational innovations
- Establish an educational research plan for the School to evaluate the effectiveness of curriculum innovations and transformation.
- Carry out funded research to support educational research efforts within the School.
- Serve as a resource for and collaborate with faculty and students pursuing research projects in education.
We—the faculty at the UNC Eshelman School of Pharmacy—are the driving force of The Academy. We are dedicated to fostering new ideas and creativity in teaching and are rethinking not only what we teach, but how we teach as a means to enhance student learning.
We are developing a Faculty Portal to highlight faculty engaged in the design, implementation, and testing of new approaches to teaching and learning. This portal will also showcase the pedagogical expertise and interests of each faculty member. Our goal is to create and nurture a community of educators dedicated to the core teaching mission of the School.
The Academy’s offices are located on the third floor of Beard Hall in Suite 321, and Rooms 322 and 328. Come check out our educational technology suite, meet our support staff, and learn more about ongoing work within The Academy.
Director, Educator Development
McLaughlin JE, Khanova J, Scolaro K, Rodgers PT, Cox WC. Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance. Am J Pharm Educ. 2015, 79(6):84.
Khanova J, Roth MT, Rodgers JE, McLaughlin JE. Student experiences across multiple flipped courses in a single curriculum. Med Educ. 2015;49(10):1038-48.
Cox WC, McLaughlin JE, Singer D, Lewis M, Dinkins MM. Development and Assessment of the Multiple Mini-Interview in a School of Pharmacy Admissions Model. Am J Pharm Educ. 2015;79(4):53.
Pinelli NR, McLaughlin JE, Chen SL, Luter DN, Arnall J, Smith S, Roth MT, Rodgers PT, Williams DM, Amerine LB. Improved Organizational Outcomes Associated With Incorporation of Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center. J Pharm Pract. 2015 Jun 2.
McLaughlin JE, Gharkholonarehe N, Khanova J, Deyo ZM, Rodgers JE. The impact of blended learning on student performance in a cardiovascular pharmacotherapy course. Am J Pharm Educ. 2015;79(2):24.
McLaughlin JE, Rhoney DH. Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture. Currents in Pharmacy Teaching and Learning. 2015;7(1):12-19.
Pinelli NR, Sikora AN, Witherspoon LA, Rao KV, Rhoney DH. Impact of pharmacy residency research training on residents’ actual versus perceived ability and interest to identify and solve practice-related problems. J Pharm Pract. 2015
Ambizas EM, Bastianelli KM, Ferreri SP, et al. Evolution of self-care education. Am J Pharm Educ. 2014;78(2).
Arnall J, Johnson P, Lee J, Linder M, Lund N, Satpathy S. Student perspectives on student leadership development programs. Am J Pharm Educ. 2014;78(4).
Battise D, DeValve MJ, Marlowe D, Beasley B, Miller S. Need and desire among pharmacy practitioners for motivational interviewing to be incorporated into pharmacy curricula. Currents in Pharmacy Teaching and Learning. 2014;6(3):386-392.
Cox WC, McLaughlin JE. Association of health sciences reasoning test scores with academic and experiential performance. Am J Pharm Educ. 2014;78(4).
Cox WC, Wingo B, Todd AJ. How we transitioned to a comprehensive professional and graduate student affairs office. Med Teach. 2014(0):1-5.
Engle JP, Erstad BL, Anderson DC, et al. Minimum qualifications for clinical pharmacy practice faculty. Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy. 2014;34(5):e38-e44.
Haines ST, Persky AM. Faculty development: Who, what, why, where, when, and how? Am J Pharm Educ. 2014;78(5):97.
Hedges A, Miller S, Scott M, Persky AM. Current environment of service learning within the school of pharmacy. Currents in Pharmacy Teaching and Learning. 2014;6(6):884-890.
Kohn H. A mentoring program to help junior faculty members achieve scholarship success. Am J Pharm Educ. 2014;78(2).
Lancaster JW, Stein SM, MacLean LG, Van Amburgh J, Persky AM. Faculty development program models to advance teaching and learning within health science programs. Am J Pharm Educ. 2014;78(5).
McLaughlin JE, Cox WC, Williams CR, Shepherd G. Rational and experiential decision-making preferences of third-year student pharmacists. Am J Pharm Educ. 2014;78(6):120.
McLaughlin JE, Roth MT, Glatt DM, et al. The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Acad Med. 2014;89(2):236-243
Ostroff J, Anksorus H. An academia rotation during a postgraduate year 2 residency. Am J Health Syst Pharm. 2014;71(12):998-9.
Persky AM, Kirwin JL, Marasco Jr. CJ, May DB, Skomo ML, Kennedy KB. Classroom attendance: Factors and perceptions of students and faculty in US schools of pharmacy. Currents in Pharmacy Teaching and Learning. 2014;6(1):1-9.
Persky AM, Dupuis RE. An eight-year retrospective study in “flipped” pharmacokinetics courses. Am J Pharm Educ. 2014;78(10):190.
Persky AM. Cost-benefit of instructional strategies. Am J Pharm Educ. 2014;78(8).
Pfeiffenberger JA, Rhoney DH, Cutler SJ, et al. Perceptions of tenure and tenure reform in academic pharmacy. Am J Pharm Educ. 2014;78(4).
Roark AM, Anksorus HN, Shrewsbury RP. Long-term results of an analytical assessment of student compounded preparations. Am J Pharm Educ. 2014;78(9).
Roth MT, Mumper RJ, Singleton SF, et al. A renaissance in pharmacy education at the University of North Carolina at Chapel Hill. N C Med J. 2014;75(1):48-52.
Tofade T, Kim J, Lebovitz L, et al. Introduction of a continuing professional development tool for preceptors: Lessons learned. J Pharm Pract. 2014
White C, Louis B, Joyner P, Townsend-Howell D, Simmons-Yon A, Griffin L. Pursuing a career in academia: Perceptions of pharmacists and student pharmacists. Currents in Pharmacy Teaching and Learning. 2014;6(3):449-454.
Wilson (Waitzman) JA, Scolaro KL. Evaluation of perceptions regarding top 200 drug information exercises in a pharmaceutical care lab curriculum. Currents in Pharmacy Teaching and Learning. 2014;6(3):442-448.
Alford EL, Shrewsbury RP. Impact of required versus optional remake of a preparation on pharmacy students’ compounding accuracy. Am J Pharm Educ. 2013;77(4).
Cox WC, Kemp DW, Rodgers PT. Use of a team-based learning-influenced approach in an ambulatory care course. Currents in Pharmacy Teaching and Learning. 2013;5(5):424-430.
Cox WC, Persky A, Blalock SJ. Correlation of the health sciences reasoning test with student admission variables. Am J Pharm Educ. 2013;77(6).
Farland MZ, Sicat BL, Franks AS, Pater KS, Medina MS, Persky AM. Best practices for implementing team-based learning in pharmacy education. Am J Pharm Educ. 2013;77(8):177.
Ferreri SP, O’Connor SK. Redesign of a large lecture course into a small-group learning course. Am J Pharm Educ. 2013;77(1).
Greco AJ, Ferreri SP, Persky AM, Marciniak MW. Characteristics of postgraduate year two pharmacy residency programs with a secondary emphasis on academia. Am J Pharm Educ. 2013;77(7).
McLaughlin JE, Dean MJ, Mumper RJ, Blouin RA, Roth MT. A roadmap for educational research in pharmacy. Am J Pharm Educ. 2013;77(10).
McLaughlin JE, Griffin LM, Esserman DA, et al. Pharmacy student engagement, performance, and perception in a flipped satellite classroom. Am J Pharm Educ. 2013;77(9).
Morton J, Koval P, Gal P. Pharmacy residency match rates and predictors. Am J Pharm Educ. 2013;77(10).
Persky AM, Alford EL, Kyle J. Not all hard work leads to learning. Am J Pharm Educ. 2013;77(5).
Rodgers PT, Leadon K. Characteristics of experiential education web sites of US colleges and schools of pharmacy. Am J Pharm Educ. 2013;77(5).
Waitzman JA, Dinkins MM. A prescription analysis exercise in a pharmaceutical care laboratory course. Am J Pharm Educ. 2013;77(2):32.
White C, Louis B, Persky A, et al. Institutional strategies to achieve diversity and inclusion in pharmacy education. Am J Pharm Educ. 2013;77(5).
Dinkins MM, Scolaro KL. A spanish language module in a first-year pharmaceutical care laboratory course. Am J Pharm Educ. 2012;76(4):70.
Joyner PU, O’Connor SK, Thrasher KA, Blouin RA. Addressing rural health disparities through pharmacy curricula. Am J Pharm Educ. 2012;76(10).
Persky AM, Joyner PU, Cox WC. Development of a course review process. Am J Pharm Educ. 2012;76(7).
Persky AM. The impact of team-based learning on a foundational pharmacokinetics course. Am J Pharm Educ. 2012;76(2):31.
Shrewsbury R, Augustine S, Birnie C, et al. Assessment and recommendations of compounding education in AACP member institutions. Am J Pharm Educ. 2012;76(7).
Thrasher K, O’Connor SK, Joyner PU. Rural health in pharmacy curricula. Am J Pharm Educ. 2012;76(9).
Tofade T, Hedrick J, Dedrick S, Caiola SM. Evaluation of continuing professional development portfolios for pharmacist license renewal. Journal of the American Pharmacists Association. 2012;52(3):302-302.
Tofade T, Khandoobhai A, Leadon K. Use of SMART learning objectives to introduce continuing professional development into the pharmacy curriculum. Am J Pharm Educ. 2012;76(4):68.
Tofade TS, Hedrick JN, Dedrick SC, Caiola SM. Evaluation of pharmacist continuing professional development portfolios. J Pharm Pract.
UNC Eshelman School of Pharmacy Teaching Awards
Congratulations to the faculty members who were honored by our students as instructors of the year at Awards Day on April 19, 2015.
- PY1 Instructor of the Year
Michael Jay, PhD
- PY2 Instructor of the Year
Qisheng Zhang, PhD
- PY3 Instructor of the Year
Heidi Anksorus, PharmD
- Overall Instructor of the Year
Robert Dupuis, PharmD
- Experiential Faculty Instructor of the Year
Peter Koval, PharmD
- Claude Paoloni Preceptors of the Year
Holly Causey, PharmD
We Are Here to Help You
We encourage each of you to reach out to The Academy and the Ed Tech R&D group with your ideas, questions, and teaching-related needs. We meet regularly with individual faculty to design courses and educational experiences and connect you with faculty who have been successful.
The Academy offices are located on the third floor of Beard Hall in Suite 321. Come check out our educational technology suite, meet our support staff, and learn more about ongoing work within The Academy.
Scott Singleton, PhD
321A Beard Hall , 7355
Chapel Hill NC 27599-7355