Approved by the faculty, April 2012


The purpose of this Marshall University School of Pharmacy Operating Policy and Procedure (MUSOP OP) is to define the duties, processes, and structure of the Curriculum Committee

Review Policy/Procedure

This OP will be reviewed by September of every odd-numbered year (2013) by the Curriculum Committee and approved by the Dean and the Executive Council.


The Curriculum Committee

I. Structure








II. Background

The Curriculum Committee was formed under authority and responsibility of the Faculty Bylaws. As a committee of the Faculty, and whereas curriculum and assessment are closely integrated, the Curriculum Committee was established to monitor and improve the facets of our curriculum. The ACPE Standards for Curriculum require that the Committee serve as the primary body for systematic review of the curriculum, curricular structure, processes, and outcomes based on measurable assessment criteria.

III. Duties of the Curriculum Committee

As required by the ACPE, the Committee will provide documentation, collected on an annual basis, of the following:

1. A list of charges

2. A list of assignments

3. A list of accomplishments

The subsequent responsibilities of the Curriculum Committee are embodied within the duties of the subcommittees of the Curriculum Committee are outlined in their respective sections below.

IV. Duties of the Curricular Affairs Subcommittee

The Curricular Affairs Subcommittee will evaluate proposed new courses, evaluate proposed course changes of established courses, and systematically review two core curricular areas annually. Minor changes in a course can be submitted via the Post-Course Review by Team Leaders. A major review of the curriculum as a whole will occur every 5 to 7 years. The Subcommittee will make recommendations to the Faculty, and the full faculty will decide by vote whether to accept or decline the Subcommittee’s recommendation.

1. Evaluation of Proposed New Courses

The Curricular Affairs Subcommittee will evaluate all proposed new courses. In order for any new course to be evaluated a complete syllabus will have to be forwarded to the Committee in a timely manner for evaluation. Some of the criteria that the Subcommittee will use as a guideline for the evaluation of new courses include:

i. The syllabus is complete.

ii. The objectives and outcomes of the course are consistent with the overall curricular outcomes and abilities.

iii. The pedagogy consistent with the philosophy of the School. Special emphasis on adequate active learning being incorporated into the course.

iv. The assessments, quantity and quality, are appropriate for the number of hours of instruction.

v. That, when present, duplication of other course content is justified.

 2. Evaluation of Proposed Changes to Established Courses

Instructors, course coordinators, and/or teaching teams that plan a significant change to an established course must submit a written detail of the proposed changes, and an explanation, along with appropriate documentation, as to the need for the proposed changes. Any course that have the following changes must submit the proposed changes to the Committee; these include:

i. Changes in learning objectives and/or outcomes.

ii. Changes in the pedagogy of course delivery.

iii. Changes in content that have been determined by curricular mapping.

iv. Changes in credit hour allocation.

v. Change in the curricular sequence.

vi. Changes in the prerequisites for the course.

3. Evaluation of Core Curricular Areas

A systematic evaluation of the core curricular areas will be performed annually. The systematic evaluation does not preclude evaluation and review of a core curricular area that has been identified as having areas of weakness by the Assessment Subcommittee, student performance, or by faculty and administrative input. The process of evaluation of core curricular areas should be guided by measurable information and follow Quality Assurance processes that focus on:

i. That the course sequence meets the goals and objectives of the curriculum.

ii. The material covered in the course is current both in content and the practice of pharmacy.

iii. There is no duplicative or redundant information being presented in a course.

iv. There are no gaps in the information presented in the course.

v. Effective active learning has been incorporated into the course.

The core curricular areas are as follows and will be evaluated in sequence:

i. Pharmaceutical and Biomedical Sciences

ii. Therapeutics

iii. Experiential

iv. Behavioral, Social, and Administrative Sciences

v. Pharmacy Practice

4. Major Review of the Curriculum

The entire curriculum will be reviewed every 5 to 7 years. This evaluation and review will reflect changes in the mission, vision, and culture of the School. The principle goals of this process are to ensure the curriculum is:

i. Consistent with the overall mission, vision, and culture of the School.

ii. Meets the educational needs of future pharmacy practitioners

iii. Delivers the educational content in a manner that optimizes adult learning.

iv. Fosters life-long learning abilities.

v. Meets the current standards for ACPE and other accrediting organizations.

V. Duties of the Assessment Subcommittee

The Assessment Subcommittee will conduct an annual survey of student performance outcomes and assessments. The Subcommittee will provide the results of all assessments to the Curriculum Committee who will make recommendations to the Faculty regarding potential curricular strengths, weaknesses, and necessary improvements. The full faculty will decide by vote whether to accept, accept with modification, or decline the Subcommittee’s recommendation. The validity of the assessment measures of student outcomes will be evaluated on internal and external measures.

1. Annual Evaluation of Student Performance

Student performance will be evaluated on a systematic basis. The Assessment Subcommittee as part of this systematic evaluation shall incorporate the following:

i. Outcomes Assessment – Results of external benchmarks will be reviewed in the Spring of each year as an external validity indicator to identify areas of weakness based on student performance.

ii. Adjunct Faculty Surveys will be conducted to assess their perspective on student knowledge and performance.

iii. Other Information, in conjunction with assessments and surveys, may be utilized to identify areas of improvement within the curriculum.

 Appendix A:  MUSOP Syllabus Template