Faculty Activity

as of Mar. 21, 2024

Each year as part of the Faculty Annual Review (FAR) process, Faculty and their Division Chairs agree on a planned level of effort across 5 mutually exclusive categories. The planning process is intended to align planned faculty effort with the divisions strategic plan, the individual Faculty members professional development goals and the overall needs of the Eshelman School of Pharmacy. Through analysis of these data, the School can assess and monitor planned effort to ensure that that the level of effort across each category is optimized to deliver on its intended outcomes.  This process is also an essential part of our Faculty Workload Monitoring efforts. 

Note: Planned effort is for employees classified as EHRA Faculty with any employment status so that leadership can assess year over year trends in planned focus.

(1) Research / Scholarship – inclusive of internal and externally funded research, scholarship and translation / commercialization efforts.

(2) Teaching – inclusive of effort spent in the delivery and improvement of our degree bearing programs.  This also includes improvement of self as an educator, advising and mentoring students and student groups, enabling student success and assisting in program admissions efforts.

(3) Service – inclusive of service to the School, University, State, Nation and Globe in advancing the excellence and interests of Pharmacy.

(4) Patient Care – inclusive of effort in the direct service of patients and aligned to the advancement of excellence in Pharmacy.

(5) Administration – inclusive of effort as outlined in a formal additional HR appointment.

Authoritative Data Source – Report Catalog

• Faculty Activity Planned Effort Report

as of Mar. 21, 2024

The data below includes all submitted accepted external research proposals where an Eshelman School of Pharmacy Faculty member is the PI or where the proposal is being administered by our School’s research administration team. All accepted external research proposals are provided a unique ID / accepted date and are classified into one of the unique type categories listed below in RAMSeS. Through analysis of these data, the School can assess and monitor the flow of new and continuing opportunities to ensure that support is optimized to deliver on the goals of the research enterprise and align to the priorities of the School’s strategic plan. 

(1) Other includes Recurring Contract, Renewal (competitive), Revision (competitive) and Supplement.

(2) The total proposals represent the number of unique proposals based on the proposal approved date in RAMSeS.

Authoritative Data Source – Report Catalog

• Externally Funded Proposals and Awards Report

as of Mar. 21, 2024

The data below includes all submitted accepted external research proposals where an Eshelman School of Pharmacy Faculty member is the PI or where the proposal is being administered by our School’s research administration team.  All accepted external research proposals are provided a unique ID / accepted date and are classified into one of the categories listed below in RAMSeS. Through analysis of these data, the School can assess and monitor the flow of opportunities to ensure that support is optimized to deliver on the goals of the research enterprise and align to the priorities of the School’s strategic plan.

(1) Other includes sponsor type of Association, Federal non-US, Foundation, Local Government, Nonprofit Organization, State Government (NC) and Not Identified.

(2) The total proposals represent the number of unique proposals of any type based on the proposal submitted date in RAMSeS.

Authoritative Data Source – Report Catalog

• Externally Funded Proposals and Awards Report

as of Mar. 21, 2024

The amount of Faculty Salary offset that is generated from external research funding is closely monitored to ensure that Faculty compensation is appropriately offset as a result of success in the research enterprise.  Through analysis of these data, the School can assess and monitor the flow of Faculty salary offset to ensure that support is optimized to deliver on the goals of the research enterprise, each Division and the School.

Note:  This report analyzes all Faculty Salary Offset from OSR regardless of employment status to ensure year over year consistency in reporting. 

Authoritative Data Source – Report Catalog

• Salary Offset (OSR)

as of Mar. 28, 2024

Translation and commercialization output is analyzed in terms of new invention disclosures (ROIs), new provisional patent applications, new U.S. patents issued and new IP-based startups that have been recorded by the UNC Office of Technology Commercialization (OTC). Through analysis of these data, the School can assess and monitor the flow of translation and commercialization activity occurring to ensure that support is optimized to deliver on the goals of the research enterprise.

Note: All data represents new occurrences where at least one Eshelman School current or former employee is recorded within the UNC Office of Technology Commercialization (OTC) – https://otc.unc.edu/ and the Blue recording database. 

(1) Invention Disclosures (ROIs) are based on unique ROIs and date of submission. 

(2) Provisional patent applications are counted based on “date filed” and tie back to an ROI. 

(3) U.S. Patent Awards are based on the date issued and tie back to an ROI 

(4) U.S. Patent Awards are based on the date issued and tie back to an ROI. 

(5) IP Based Start-Ups are based on the date of the first UNC agreement.  Data is organized by Agreement number.  The Start-Up company name is confidential.  A request for this information can be made with the Agreement Number to the Office of Technology Commercialization. 

Authoritative Data Source – Report Catalog 

• Translation and Commercialization Report  

as of Mar. 21, 2024

New peer reviewed published works are reported in Scopus. Through analysis of these data, the School can assess and monitor scholarly productivity to ensure that work output is optimally supported and is growing based on strategic intent.

Note – The scope of the data includes the employee type of EHRA Faculty in any employment status that has a home school of the Eshelman School of Pharmacy and a valid SCOPUS ID used for indexing.  This list of EHRA Faculty is refreshed and made current annually in mid-December.  Any publications occurring before the UNC official hire date are not included in the counts.

(1) Other includes Data Paper, Editorial, Erratum, Letter, Note, Review, Short Survey and Not Applicable as categorized by SCOPUS. For a description of content type definitions please click here.

Authoritative Data Source – Report Catalog

• Publications and Citations Report

as of Mar. 21, 2024

Course and Instructor evaluations are coordinated by Course Directors at the completion of each academic term.  Instructor evaluations provide insight into our ability to serve the learning and professional needs of our students.  Tracking instructor evaluations over time is an important component to assess overall student well-being, alignment of our educators with student needs, compliance with university and accreditation compliance standards and overall adherence to our School values.

Note: The instructor evaluation scale is from 1 – 5 with 5 being the highest rating possible. The score reported is the average of the median overall student satisfaction score across all for-credit courses evaluated within the Explorance Blue evaluation system.  Course evaluations are administered at the end of each academic term or course block.

Authoritative Data Source – Report Catalog

• Instructor Evaluations Report

as of Mar. 21, 2024

Course and Instructor evaluations are coordinated by Course Directors at the completion of each academic term.  Course evaluations provide insight into our ability to serve the learning and professional needs of our students.  Tracking course evaluations over time is an important component to assess overall student well-being, alignment of our educators with student needs, compliance with university and accreditation compliance standards and overall adherence to our School values.

Note: course evaluation scale is from 1 – 5 with 5 being the highest rating possible. The score reported is the average of the median overall student satisfaction score across all for-credit courses evaluated within the Explorance Blue evaluation system.  Course evaluations are administered at the end of each academic term or course block.

Authoritative Data Source – Report Catalog

• Course Evaluations Report

as of Mar. 21, 2024

Immediately following the Spring and Fall academic terms, all educators evaluated as part of the instructional delivery of credit-bearing courses are asked to report their estimated instructional hours per course and activity performed. The resulting level of effort is aggregated and analyzed for trends to ensure strategic alignment, resource optimization and sustainability at the School and Program level.

(1) Number of courses includes any PharmD program course code (all Streams) available for student enrollment in the Spring, Summer I, Summer II or Fall term during the calendar year. The course count only includes courses where the course was selected at least once for instructional time entry. 

(2) Number of enrollments includes the number of unique student IDs enrolled in the term as of the end of term (Post-Grades Completion snapshot).

(3) Number of educators is inclusive of all educator types except external (non-employee) Preceptors that support the Pharmacotherapy (experiential) Stream. The educator type includes: EHRA Faculty, EHRA Non-Faculty, SHRA, NPE, Former Employee, Adjunct/External Faculty (no-pay), and Teaching Assistant.

(4) Student Credit Hours (SCH) is defined as the number of students enrolled in the course at the end of the term (Post-Grades Completion snapshot) multiplied by the defined amount of credit hours earned for course completion as recorded in the registration system.

(5) Instructional hours include the sum of all self-reported instructional hours across all educator types. 

(6) SCH delivered per Instructional Hour divides the time spent in instruction into the number of student credit hours produced. This is a normalized metric of relative course delivery efficiency. 

Authoritative Data Source – Report Catalog

• Course Delivery Efficiency Report

as of Mar. 21, 2024

Immediately following the Spring and Fall academic terms, all educators evaluated as part of the instructional delivery of credit-bearing courses are asked to report their estimated instructional hours per course and activity performed. The resulting level of effort is aggregated and analyzed for trends to ensure strategic alignment, resource optimization and sustainability at the School and Program level.

(1) Course Coordination / Directing – time spent performing course related administrative activities to support course delivery.  Assigned Course Directors will typically record their time in this category. 

(2) Course Prep – time spent preparing for the instructional aspects of the course such as preparing to lecture, preparing exams and assignments, or creating / updating materials specifically for the course such as cases or slide materials. 

(3) Grading – time spent setting expectations, grading exams, assessments, assignments, and/or evaluating the work of graduate students including dissertation review, editing and instructions. 

(4) Advising / Mentoring – time spent advising, mentoring, coaching in courses such as RASP and in graduate courses such as dissertation oversight.  Typically, this is time set aside for meeting individually with students or time set aside in Office Hours.   

(5) Facilitation – time spent guiding students through assigned coursework or seminar activities such as group work, exercises, or labs.

(6) Lecture / Active Learning – time spent lecturing or engaging in active learning/teaching students enrolled in the course.

(7) Precepting – time spent precepting students on experiential rotations by an Eshelman School of Pharmacy Faculty member. 

Authoritative Data Source – Report Catalog

• Instructional Assignments and Activity Report

as of Mar. 21, 2024

Immediately following the Spring and Fall academic terms, all educators evaluated as part of the instructional delivery of credit-bearing courses are asked to report their estimated instructional hours per course and activity performed. The resulting level of effort is aggregated and analyzed for trends to ensure strategic alignment, resource optimization and sustainability at the School and Program level.  

(1) Number of courses includes any MS program course code (inclusive of Graduate, MPS and MS) available for student enrollment in the Spring, Summer I, Summer II or Fall term during the calendar year. The course count only includes courses where the course was selected at least once for instructional time entry. 

(2) Number of enrollments includes the number of unique student IDs enrolled in the term as of the end of term (Post-Grades Completion snapshot). 

(3) Number of educators is inclusive of all educator types.  The educator type includes: EHRA Faculty, EHRA Non-Faculty, SHRA, NPE, Former Employee, Adjunct/External Faculty (no-pay), and Teaching Assistant. 

(4) Student Credit Hours (SCH) is defined as the number of students enrolled in the course at the end of the term (Post-Grades Completion snapshot) multiplied by the defined amount of credit hours earned for course completion as recorded in the registration system. 

(5) Instructional hours include the sum of all self-reported instructional hours across all educator types. 

(6) SCH delivered per Instructional Hour divides the time spent in instruction into the number of student credit hours produced. This is a normalized metric of relative course delivery efficiency.

Authoritative Data Source – Report Catalog

• Course Delivery Efficiency Report

as of Mar. 21, 2024

Immediately following the Spring and Fall academic terms, all educators evaluated as part of the instructional delivery of credit-bearing courses are asked to report their estimated instructional hours per course and activity performed. The resulting level of effort is aggregated and analyzed for trends to ensure strategic alignment, resource optimization and sustainability at the School and Program level.

(1) Course Coordination / Directing – time spent performing course related administrative activities to support course delivery.  Assigned Course Directors will typically record their time in this category. 

(2) Course Prep – time spent preparing for the instructional aspects of the course such as preparing to lecture, preparing exams and assignments, or creating / updating materials specifically for the course such as cases or slide materials. 

(3) Grading – time spent setting expectations, grading exams, assessments, assignments, and/or evaluating the work of graduate students including dissertation review, editing and instructions. 

(4) Advising / Mentoring – time spent advising, mentoring, coaching in courses such as RASP and in graduate courses such as dissertation oversight.  Typically, this is time set aside for meeting individually with students or time set aside in Office Hours.   

(5) Facilitation – time spent guiding students through assigned coursework or seminar activities such as group work, exercises, or labs. 

(6) Lecture / Active Learning – time spent lecturing or engaging in active learning/teaching students enrolled in the course. 

(7) Precepting – time spent precepting students on experiential rotations by an Eshelman School of Pharmacy Faculty member.

Authoritative Data Source – Report Catalog

• Instructional Assignments and Activity Report

as of Mar. 21, 2024

Immediately following the Spring and Fall academic terms, all educators evaluated as part of the instructional delivery of credit-bearing courses are asked to report their estimated instructional hours per course and activity performed. The resulting level of effort is aggregated and analyzed for trends to ensure strategic alignment, resource optimization and sustainability at the School and Program level.

(1) Number of courses includes any PhD program course code available for student enrollment in the Spring, Summer I, Summer II or Fall term during the calendar year. The course count only includes courses where the course was selected at least once for instructional time entry. 

(2) Number of enrollments includes the number of unique student IDs enrolled in the term as of the end of term (Post-Grades Completion snapshot). 

(3) Number of educators is inclusive of all educator types.  The educator type includes: EHRA Faculty, EHRA Non-Faculty, SHRA, NPE, Former Employee, Adjunct/External Faculty (no-pay), and Teaching Assistant. 

(4) Student Credit Hours (SCH) is defined as the number of students enrolled in the course at the end of the term (Post-Grades Completion snapshot) multiplied by the defined amount of credit hours earned for course completion as recorded in the registration system. 

(5) Instructional hours include the sum of all self-reported instructional hours across all educator types. 

(6) SCH delivered per Instructional Hour divides the time spent in instruction into the number of student credit hours produced. This is a normalized metric of relative course delivery efficiency.

Authoritative Data Source – Report Catalog

• Course Delivery Efficiency Report

as of Mar. 21, 2024

Immediately following the Spring and Fall academic terms, all educators evaluated as part of the instructional delivery of credit-bearing courses are asked to report their estimated instructional hours per course and activity performed. The resulting level of effort is aggregated and analyzed for trends to ensure strategic alignment, resource optimization and sustainability at the School and Program level.

(1) Course Coordination / Directing – time spent performing course related administrative activities to support course delivery.  Assigned Course Directors will typically record their time in this category. 

(2) Course Prep – time spent preparing for the instructional aspects of the course such as preparing to lecture, preparing exams and assignments, or creating / updating materials specifically for the course such as cases or slide materials. 

(3) Grading – time spent setting expectations, grading exams, assessments, assignments, and/or evaluating the work of graduate students including dissertation review, editing and instructions. 

(4) Advising / Mentoring – time spent advising, mentoring, coaching in courses such as RASP and in graduate courses such as dissertation oversight.  Typically, this is time set aside for meeting individually with students or time set aside in Office Hours.   

(5) Facilitation – time spent guiding students through assigned coursework or seminar activities such as group work, exercises, or labs. 

(6) Lecture / Active Learning – time spent lecturing or engaging in active learning/teaching students enrolled in the course. 

(7) Precepting – time spent precepting students on experiential rotations by an Eshelman School of Pharmacy Faculty member

Authoritative Data Source – Report Catalog

• Instructional Assignments and Activity Report

as of Mar. 14, 2023

Starting in 2025, service effort will be assessed after the completion of each academic term as an extension to the Teaching Activity Survey. Service in the following categories will be expressed as hours of effort and additional data will be captured around the nature of the participation and resulting impact. These data will be used to inform the Faculty Annual Review process and select data will be reported in the School’s annual Impact Report.

as of Mar. 14, 2023

Starting in 2025, Patient Care effort will be assessed after the completion of each academic term as an extension to the Teaching Activity Survey (TAS).  Patient care in the following categories will be expressed as hours of effort and data will be captured around the nature of the participation and resulting impact.

as of Mar. 21, 2024

Faculty administrative appointments are analyzed each year to ensure alignment with School, individual professional development, and on-going succession planning needs in the following categories.

Note: The counts are determined by employees coded as EHRA-Faculty in our HR systems that have an additional administrative appointment recorded within the School that includes a formal title, detailed job description and compensation. If an individual holds more than one administrative role we only record a single designation.

Authoritative Data Source – CAO Admin Appointment Letters

• Faculty Administrative Appointments Report