School of Pharmacy Catalog 1993-2007

Years 1997-1998 missing

Digitized by the Internet Archive
in 2013

http://archive.org/details/schoolpharm93unse

IVERSITY OF MARYLAND AT BALTIMORE

School of Pharmacy

19934995

Catalog

Entry-Level
Doctor of Phari
(Pharm.D.)

School of Pharmacy

(Maryland College of Pharmacy , 1841-1 904)

Entry -Level Doctor of Pharmacy (Pharm.D.)
1 993-95 Catalog and 1 34th Announcement
for the Professional Degree Program
Volume 57, Number I , November 1993

_^

UNIVERSITY OF MARYLAND

AT BALTIMORE

School ot Pharmacy

University of Maryland at Baltimore

20 North Pine Street

Baltimore, MD 2 120M 180

Admissions/Student Affairs
(410) 706-76S3

or
1-800-852-2988 (Toll Free)

Dean's Office (410)706-7650

Financial Aid (UMAB) (410) 706-7347

Public Affairs (410)706-5893

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Pharmacy (BS.l'l. Docioroj I'hartnaey ii'harm.D.) and a inumiing edu-
cation frrograms are accredited by the American Council on Pharmaceutical
Education. The school is a member of the American Association of Colleges
ofPhamuicy.

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tion uiith respect ii I I'i :ili, , III, ,111(111 ,111.1, iiifi/.iMii. Ill I /i,' 111111,1 Ml v\ policies,
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national origin, sexanddisa/)ilii\.

INIVERSITY OF MARYLAND AT BALTIMOR

School of Pharmacy

19934995

Catalog

Entry-Level
Doctor of Pharmacy
(Pharm.D.)

Contents

INTRODUCTION

ACADEMIC INFORMATION

Academic Goals 2

THE SCHOOL AND ITS
ENVIRONMENT

The School of Pharmacy 5

The University of Maryland at

Baltimore 11

Baltimore 15

ADMISSIONS INFORMATION

Application Procedures 16

International Students 18

International Pharmacists 19

Licensure Requirements 19

FINANCIAL INFORMATION

Fees and Expenses 1993-94 20

Determination of In-State

Residency 21

Financial Aid 21

Scholarships and Loans 22

Student Veterans 24

Academic Sessions 53

Registration Policies 53

Grading System 54

Scholastic Honors 54

Academic Status Policies 56

Reduced Academic Load

Policies 57

Academic Dismissal 57

Academic Integrity 58

Program Completion and

Employment 58

ADMINISTRATION AND
FACULTY

University ot Maryland System 59

University of Maryland at

Baltimore 59

School ot Pharmacy 60

POLICY STATEMENTS 73

CAMPUS MAPS 78

ENTRY-LEVEL DOCTOR OF
PHARMACY (PHARM.D.)
PROGRAM

Program Description 25

Curriculum Pathways and

Electives 29

Program Curricula 31

Course Descriptions 34

Introduction

This catalog describes the academic pohcies and curriculum for the four-year
entry-level Doctor of Pharmacy (Pharm.D.) program that began in the fall of
1993. This is an entirely new program developed by the faculty after exten-
sive analysis of the current programs, and discussion and input from practi-
tioners regarding the needs of the profession. The new curriculum has
inherent flexibility which allows a wide range of choice for students. Most
courses do not run an entire semester but are presented in shorter time frames
so that the students can focus on three or four subjects rather than six or seven
courses. This innovation allows more time for in-depth discussion of content
areas. Other innovations include the optional pathways which offer avenues
for specialization within an area of interest, such as pharmacotherapy or com-
munity practice, and the expanded opportunities to take electives — 21% of
the curriculum.

The University of Maryland's new four-year entry-level Pharm.D.
degree requires the prior completion of at least 60 semester credit hours in
pharmacy prerequisites. The prepharmacy courses may be taken at any accred-
ited two or four-year institution. The entry-level Pharm.D. program requires
the successful completion of a minimum of 132 semester hours including 100
didactic credits and 32 experiential credits.

The current Bachelor of Science in Pharmacy and the Post B.S. in Phar-
macy Doctor of Pharmacy programs are being consolidated into the entry-
level Doctor of Pharmacy program. No new students will be admitted to these
programs. All information regarding these programs is listed in the School
of Pharmacy 1991-93 catalog (Vol. 56, No.l ) and will remain in force for
students while those programs are being offered.

ACADEMIC GOALS

The broad goals and objectives of the entry-level Pharm.D. program are
encompassed within the strategic plan adopted by the school's faculty in
August 1989:

The School of Pharmacy seeks to provide individuals with the knowl-
edge aryi skills necessary to hefrin pharmacy practice , and in so doing
accept and perform professional responsibilities ivith competence.
Graduates should have the ability to adapt their practice to the chang-
ing health care system, and should be prepared to engage in a continu-
ing program of {:)rofessional development.

The professional cunicula will be innovative arid flexible , based
on strong basic sciences , have extensive clinical content taught by prac-
tice-based faculty , and emphasize the development of problem-solving

SCHOOL OF PHARMACY

and collaborative skills . The opportunity for advanced professional and
clinical education will he made available .

The school seeks to create an educational community that
extends beyond traditional classroom sites and offers students and
faculty a variety of learning envirtmments . These will include cultural
and interprofessional pro-ams which broaden the experiences of our
graduates .

In the past, the school has been very successful in meeting these goals,
as noted by the American Council on Pharmaceutical Education during its
recent accreditation visit in February 1992.

Curricular change within the school has been prompted, in part, by the
adoption of the concept of pharmaceutical care by the practice of pharmacy.
In the words of the AACP Commission to Implement Change in Pharma-
ceutical Education:

Pharmaceutical care focuses pharmacists' attitude, behaviors,
commitments, concerns, ethics, functions, knowledge, responsibilities
and skills on the provision of drug therapy with the goal of achieving def-
inite outcomes toward the improvement of a patient's quality of life.
These outcomes of drug use are: I) cure of a disease; 2) elimination or
reduction of symptoms; 3) arresting or slowing a disease process;
4) prevention of disease; 5) diagnosis of disease; and 6) desired alter-
ations in physiological processes, all with minimum risk to patients.

Historically the major patient-oriented, professional functions of
pharmacy have involved preparing the drug product and providing it to
the patient. These continue to be vital components. But, in response to
the increasing effectiveness , potency, preciseness, risk and cost of drug

INTROnUCTION

therapy and the increasing use of drugs in diagnosis , pharmacy has gone
beyond those functions .

Thus the scope of contemporary pharmacy activities inchides:

• selecting the drug product dosage form and source of supply ;

• determining the dose and dosage schedule;

• preparing the drug product for patient use and providing it to
the patient;

• providing drug information to patients and others ;

• participating in the process of drug use decisions ;

• monitoring patients to maximize compliance and to detect
adverse events; and

• monitoring patients to enhance therapeutic outcomes.

The central goal of the entry-level Doctor of Pharmacy curriculum is to
provide our graduates competency in the knowledge, attitudes, values and
skills necessary to provide, coordinate and manage primary pharmaceuti-
cal care in collaboration with patients and their families, prescribers, and
other health care providers or care givers, in a variety of practice settings.

SCHOOL OF PHARMACY

The School and Its Environment

THE SCHOOL OF PHARMACY

Historical Background

The University of Maryland, School of Pharmacy, which celebrated its 150th
anniversary in 1991 , has a rich and distinguished heritage. Incorporated as the
Maryland College of Pharmacy on January 27, 1841, it gave its first lectures
in November of that year. It is the oldest pharmacy school in the South and
the fourth oldest in the country. Primarily an independent institution until
1904, the Maryland College of Pharmacy then became the department of
pharmacy of the University of Maryland. In 1920, the University of Maryland
in Baltimore merged with the Maryland State College at College Park to form
the state university. Today, it is one of seven professional schools which form
the University of Maryland at Baltimore (UMAB).

Throughout its history, the School of Pharmacy has been a local and
national leader for the profession of pharmacy. It was a founding member of
the American Association of Colleges of Pharmacy, which was established to
formulate uniform standards for the graduation of pharmacy students. The
school was instrumental in the development of the American Council for
Pharmaceutical Education, the national accreditation organization for
schools of pharmacy.

In 1970, through the efforts of the school and the Maryland Board of
Pharmacy, Maryland became the first state to replace the unstructured intern-
ship program with a professional experience program incorporated in the
school's curriculum. This set the national standard for professional pharmacy
education. Likewise in 1980, Maryland became the first School of Pharmacy
to establish a Center for the Study of Pharmacy and Therapeutics for the
Elderly, now the national model for pharmacy geriatric education.

The school moved to Pharmacy Hall, a seven-story facility on Pine
Street, in 1982. Situated at the west entrance to the UMAB campus. Phar-
macy Hall houses most of the classroom and lecture facilities, research labo-
ratories, conference rooms and administrative offices for the School of
Pharmacy. Pharmacy Hall also houses Food and Drug Administration per-
sonnel working in conjunction with the Pharmaceutical Sciences \ Pharma-
ceutics Program. The Pharmacy Practice and Science Department and the
Pharmaceutical Sciences Department's Pharmacokinetics-Biopharmaceutics
Laboratory are located about two blocks away in the five-story Allied Health
Building which opened in 1992. Located at 100 Penn Street, it is diagonally
across from the Maryland Pharmacists Association, which is housed in the
Kelly Building at 650 W. Lombard Street.

THE SCHOOL AND ITS ENVIRONMENT

Commitment to Diversity

The school strives to achieve a broad racial, sexual and ethnic balance in its
enrollment. To achieve this objective it gives every consideration to minor-
ity student applications. The current diversity of student population is
reflected in 1993 enrollment statistics: 13% African American, 27% Asian,
55% Caucasian, 2% Hispanic, and 3% International (foreign) students.

Community and Professional Service and Research Support Programs

In addition to its degree programs, the University of Maryland School of Phar-
macy offers several community service and research support programs.

The School of Pharmacy Academic Computing Laboratory is located
on the third Hoot oi Pharmacy Hall. It has sixteen 486 computers with VGA
monitors for professional student and general use. There are two laser print-
ers in the lab. The school has 303 computers — 271 IBM PC-type and 32
Apple type — and 215 printers including 60 laser printers and one color laser.
Most of these computers are hooked up to a Novell Local Area Network
(LAN) to share files, software and to use electronic mail. The Swain Phar-
macy Practice Laboratory is equipped with state of the art computers and
pharmacy software for educational use.

The Biomedicinal Chemistry NMR Center houses a G.E. 300 MH:
nuclear magnetic resonance spectrometer. The superconducting magnet, the
heart of the instrument, is permanently immersed in a vacuum-jacket reser-
voir of liquid helium ( — 260°C) and allows the detection and accurate deter-
mination of protons, "C,"P and other nuclei of biological importance. The
first instrument of its kind on the UMAB campus, the NMR has opened up
many new areas of research within the school, and greatly increasing the num-
ber of inter-school collaborative ventures.

The Center on Drugs and Public Policy is a cooperative program of the
Scht)ol of Pharmacy and the Policy Sciences Graduate Program, under the
auspices of the University of Maryland Graduate School, Baltimore. The goal
of the center is to contribute to informed debate of policy issues related to drug
use and abuse in our society. In addition to conducting research on major drug
policy issues, the center organizes conferences and workshops and serves as a
consultant on drug issues to organizations in the private and public sectors.
Fellowships or externships are available to those from industry, state and local
agencies, foreign governments or universities who want a campus-based expe-
rience in drug-related policy research as well as an orientation to relevant
agencies and organizations based in the Washington, P.C. and Baltimore areas.

The Center for the Study of Pharmacy and Therapeutics for the
Elderly serves as the local point ot all geriatric education, service and research
activities within the school. It provides continuing education programs both
on the state and national levels. Funding from federal and private sources
allows the center to encourage and support relevant research by faculty and
graduate students from all .school departments. The Center is administratively
responsible for the Elder-I lealrh Program and rbe Parke-Davis Center tor the

Education of Elderly. The Parke-Davis Center for the Education of Elderly
develops educational materials for use by the Elder-Health and Elder-Ed pro-
grams. The Elder-Health Program trains pharmacy students and retired phar-
macists about the social and psychological aspects of drug use among the
elderly as well as the therapeutic goals of treatment for prescribed and over-
the-counter medications. They then give presentations for community groups
of elderly.

The Computational Chemistry Laboratory is used for the study of bio-
chemical systems via mathematical models. The goal of such studies is to allow
for an understanding of the relationship of the 3-dimensional structure and
dynamics of biological molecules to their physiological function. Such knowl-
edge allows for a detailed understanding of the molecular basis of disease
which may be used for the rational design of therapeutic agents. These
approaches greatly increase the efficiency of the drug discovery process lead-
ing to significant savings of both time and money, which may ultimately be
passed on to the consumer.

The Drug Development Facility, established as part of a three year $7. 1
million collaborative agreement with the Food and Drug Administration, is
one of the most modern industrial and pharmaceutical technology research
and manufacturing facilities iti the country encompassing both state-of-the-
art research facilities and a GMP (Good Manufacturing Practices) laboratory.
Under the FDA contract, experimental clinical products are manufactured
and tested for bioequivalence. In addition to FDA research, the Drug Devel-
opment Facility can accept contracts from outside to develop and manufac-
ture products for clinical studies. This Facility serves as an important resource
for research as well as a teaching tool for advanced students.

The Maryland Poison Center serves as the regional poison center for
the state of Maryland. As an emergency telephone service, it provides toxic-
ity and treatment information on a 24-hour basis to the general public and to
health professionals. Staffed by pharmacists and registered nurses, the center

THE SCHOOL AND ITS ENVIRONMENT

handles over 54,000 poison-related calls each year. It is an American Associ-
ation of Poison Control Center's certified regional poison center. University
of Maryland at Baltimore health professional students can apply for part-time
paid positions with the center.

The Mass Spectrometry Laboratory determines the structure of
unknown chemicals and provides quantitative measurements of drugs and
chemicals from a variety of sample sources. The laboratory's focus is on con-
ducting both basic and applied research, increasing analytical services on the
University of Maryland at Baltimore campus and supporting expanded mass
spectrometry-related research activities in the larger scientific community.

The Mental Health Program of the School of Pharmacy is a joint ven-
ture with the Developmental Disabilities Administration and Mental
Hygiene Administration of the state of Maryland. Its primary goal is to
upgrade all aspects of pharmacy practice within the state's mental health facil-
ities. The program also serves as a site for pharmacologic and administrative
research in mental health, a testing ground for the development of innova-
tive strategies in mental health pharmacy practice and a training resource for
mental health-related issues. Members of the program's faculty serve at nine
mental health sites around the state.

The Office of Substance Abuse Studies is responsible for the school's
drug and alcohol abuse programs, including administration of the Student
Committee on Drug Abuse Education (SCODAE), the operation of the drug
abuse information telephone service and the publication of a quarterly
newsletter, PharmAlert. SCODAE is a volunteer organization of pharmacy
students who, with faculty support and guidance, are committed to the devel-
opment of rational attitudes about drugs by serving as a source of accurate,
unbiased drug information. Pharmacy students present drug education lec-
tures to a variety of groups, from elementary school children to health and
education professionals. The office administers UMAB's interprofessional
Drug and Alcohol Abuse Prevention Program and is instrumental in the oper-
ation of the Pharmacists Rehabilitation, which is jointly sponsored by the
Maryland Pharmacists Association, the Maryland Society oi Hospital Phar-
macists and the University of Maryland School of Pharmacy.

Student Qovemment

Student government activities are coordinated by the school's Student Gov-
ernment Alliance (SGA). All professional students belong to the SGA.
Through its officers and committees, the SGA sponsors numerous social, ser-
vice and educational events. The executive committee of SGA includes the
presidents of all school organizations. This committee meets periodically with
school administrators to discuss important issues. At the campus level, the
University Student Government Association (USGA) c(X)rdinates student
government activities. Students are represented by senators and officers
elected by the UMAB schools.

Lecture Series

The School oi Pharmacy currently has three endowed lectureships and a spe-
cial symposium:

Francis S. Balassone Memorial Lecture. The Maryland Pharmacists
Association, the School of Pharmacy Alumni Association and the school
sponsor this lectureship as a memorial to Francis S. Balassone, a 1940 gradu-
ate of the school, a past president of the Alumni Association, a distinguished
former faculty member, and a past president of the National Association of
Boards of Pharmacy.

Andrew G. DuMez Memorial Lecture. This lectureship was estab-
lished in 1969 by Mrs. Andrew G. DuMez as a memorial to her late husband,
Dr. Andrew G. DuMez, dean of the University of Maryland School of Phar-
macy from 1926 to 1948, and a distinguished educator and leader in pharmacy
in Maryland, the United States and internationally.

Ellis GroUman Lecture in Pharmaceutical Sciences. In 1983, Mrs.
Evelyn GroUman Glick funded a lecture program as a memorial to her brother,
Ellis GroUman, a pharmacy school graduate in the class of 1926. Each year
nationally recognized researchers in the pharmaceutical or related basic sci-
ences are selected to present this lecture.

The Peter P. Lamy Symposium was inaugurated in 1992 in recognition
of Dr. Lamy's work as the Parke-Davis Professor and Chair in Geriatric Phar-
macotherapy. Dr. Lamy was responsible for obtaining the first endowed chair
in the School of Pharmacy in 1990 underwritten by a gift from the Warner-
Lambert Company to create the Parke-Davis Chair in Geriatric Pharma-
cotherapy. Dr. Lamy is an internationally-recognized authority on geriatrics
and gerontology.

Endowed Chairs

The Emerson Professorship in Pharmacology was endowed in 1927 as a
Chair in Biological Testing and Assay by Captain Isaac Emerson, President of
the Emerson Drug Company. The first chair was filled by Dr. Marvin Thomp-

THE SCHOOL AND ITS ENVIRONMENT

son who was a pharmacologist at the Food and Drug Administration at the
time. Dr. Clifford W. Chapman, a pharmacologist from the Canadian
National Laboratories was appointed to the Chair in 1938. Dr. Casimer Ich-
niowski and Dr. Nairn Khazan were the third and fourth appointees to the
Chair. In 1988, Dr. Gerald M. Rosen, professor and chairman, pharmacology
and toxicology, was appointed Emerson Professor. In 1992, Dr. Rosen was
named an Eminent Scholar by the Maryland Higher Education Commissicm.
The Parke-Davis Chair in Geriatric Pharmacotherapy was established
in 1990 by a $1 million gift from Warner-Lambert Company on the eve of the
125th Anniversary of Parke-Davis and the School of Pharmacy's 150th
Anniversary. The chair recognizes the scientific contributions in the area of
geriatrics and gerontology of Peter P. Lamy, Ph.D., Sc.D. (Hon.), appointed
Parke-Davis professor in 1991. As the Parke-Davis Professor, Dr. Lamy was
named an Eminent Scholar by the Maryland Higher Education Commission.

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Alumni Association

The Alumni Association ot the University t)f Maryland Scht)ol ot Pharmacy,
established in 1926 to foster an interest in the school, encourages fellowship
among its members, and promotes superior scholarship in its students and
graduates. Each year the association sponsors various activities including the
fall meeting, and the spring banquet honoring the graduating seniors and the
50-year class. The Alumni Association awards eight scholarships based on
need to deserving students. Three of these scholarships are named in memory
of William J. Lowry, Henry G. Seidman and Alex Weiner. The Alumni Asso-
ciation contributes to production and distribution of the quarterly Rx
Newsletter. The Alumni Association plays a leadership role in the fund rais-
ing activities of the school by serving as callers in the Alumni Volunteer
Phonathon and as members of the David Stewart Associates and the Uni\'er-
sity's Presidents Club.

SCHOOL OF pharma(.:y

The David Stewart Associates

The school traces its beginnings to a man with a vision — David Stewart. Civic
leader, chemist and pharmacist, Stewart was instrumental in founding the
Maryland College of Pharmacy in 1841 and, in 1884, the college elected him
to the first chair in pharmacy in the United States. In his honor the school
has named its major annual giving club — The David Stewart Associates.
Alumni, friends and faculty who contribute $1 ,000 to the school annually are
automatically enrolled. During FY'93, the prestigious David Stewart Asso-
ciates had 76 members.

Members who pledge to give $10,000 over a five-year period are eligi-
ble for membership in the University of Maryland System Presidents Club.
Many of our members are in both giving clubs.

THE UNIVERSITY OF MARYLAND AT BALTIMORE

The University of Maryland at Baltimore is the founding campus of Mary-
land's public university system and a thriving center for life sciences research
and community service. Seven graduate and professional schools educate
research scientists and many of the region's health care, law and social work
practitioners.

With $110 million in sponsored program support, UMAB is one of the
fastest growing biomedical research centers in the country. The university is
ideally configured to tackle complex health care, public policy and societal
issues. Our urban location and unique combination of strengths create oppor-
tunities to address regional problems in a comprehensive way. The solutions
can have global implications. AIDS, aging, schizophrenia, hypertension, lead
poisoning, cancer, child abuse and homelessness all are subjects of multidis-
ciplinary research, scholarship and community action.

New partnerships among university components and with the Univer-
sity of Maryland Medical Center and new Veterans Affairs Medical Center
are strengthening interdisciplinary endeavors in both research and teaching.
Our locatiori, within the Baltimore-Washington-Annapolis triangle, maxi-
mizes opportunities for collaboration with government agencies, health care
institutions and life sciences industries.

Health Sciences Library

The Health Sciences Library is distinguished as the first library established by
a medical school in the United States, and is a recognized leader in state-of-
the art information technology. The Health Sciences Library is the regional
medical library for 10 southeastern states, the District of Columbia, Puerto
Rico and the Virgin Islands, as part of the biomedical information network of
the National Library of Medicine.

Serving all schools on campus and UMMS, the library contains more
than 300,000 volumes, including 2,900 current journal titles, and is ranked in
size among the top 25 health sciences libraries in the country.

THE SCHOOL AND ITS ENVIRONMENT • 11

The library's online catalog allows you to look for materials by title,
author, subject, keyword, call number, series, meeting and organization name.
In addition to giving information on library holdings, the system can deter-
mine whether the material has been checked out of the library. The online
catalog can be accessed from any computer terminal on the UMAB campus
that is linked to the campus network, or from any dial access terminal.

The library supports several computerized search services: MaryMed
Plus, HSL Current Contents®, CD-ROM LAN, Micromedex CClS, and a
Mediated Searching Service. Information specialists provide assistance in
using library services. Training seminars are held throughout the year.

Computer Resources

Microcomputer support for faculty, staff and students, as well as mainframe
research and instructional computing on the IBM 4381, are provided by
Health Informatics and Computer User Services, both units of Information
Services at UMAB. Computers in Technology Assisted Learning (TAL)
Centers in the Information Services Building, the Health Sciences Library
and elsewhere across campus are available for use by the campus community
and for training in applications packages.

Programming languages such as FORTRAN and C, as well as statistical
analysis packages like SAS, SPSS-X and BMDP are available for the main-
frame computer. Free worldwide electronic mail accounts, via the Profes-
sional Office System (PROFS), enable faculty, staff and students to exchange
notes, files and docuinents with others both at UMAB and internationally via
Bitnet.

Instructional courses and training classes are available in WordPerfect,
Lotus, dBase and graphics, among others. Students, faculty and researchers are
able to use Information Services' resources at every step of their work, from
collection of information through preparation for final presentation, includ-
ing desktop publishing, ct)lor printing and plotting, overheads and co\ot
slides.

The IBM 4381 system is accessible from the User Area, computers
attached to the campus network and by dial-up modem trom either office or
home. Staff consultants can help with first aid, program debugging and appli-
cations support.

Student Health Services

Student .ind Employee Health provides comprehensive care to University ot
Maryland at Baltimore students. The office, staffed by family physicians and
nurse practitioners, is open from 8 a.m. until 4:30 p.m., Monday through Fri-
day, and until 7 p.m., Monday through Thursday, for emergencies. Patients
are seen by appointment only.

Gynecological services, nicluding heairh maintenance (PAP smears,
etc.), family planning and routine prohleins, arc pun ulcii h\ the fannly physi-
cians or nurse practitie)ners.

12 • SCHOOL ov i'harmac:y

All full-time students are required to have health insurance. An excel-
lent insurance policy is availahle through the campus. The cost ot most care
provided at Student and Employee Health is paid for through the student
health tee.

Hepatitis B is an occupational illness for health care providers. Immu-
nization against Hepatitis B is required for medical, dental, dental hygiene,
nursing, medical technology and Pharm.D. students. The series of three
immunizations is given through Student and Employee Health.

Counseling Center

The Counseling Center provides professional individual and group counsel-
ing to UMAB students. Some of the problems that students seek help with
include: stress, relationships, drugs or alcohol, eating disorders, loss of a loved
one and stressful changes in school or home life.

Students are always seen by a professional — social worker, psychologist,
psychiatrist or addictions counselor. Costs associated with seeing a therapist
usually are covered by health insurance; however, no one is ever denied ser-
vices based on ability to pay. Students are seen by appointment and students'
class schedules can be accommodated in scheduling appointments. All Coun-
seling Center services are completely confidential.

Parking and Transportation

On campus parking is available to students. Commuters may park in the Lex-
ington Garage (Lexington and Pine Streets) between 6 a.m. and 1 1 p.m. The
garage operates on a first-come, first-served basis. Commuting students must
obtain a parking permit from the Parking and Commuter Services Office,
then pay the established daily rate when parking in the garage.

Students who live in on-campus housing pay for parking by the semes-
ter or year and are guaranteed 24-hour parking in a garage adjacent to their
residence facility. For more information about parking on campus, write

THE SCHOOL AND ITS ENVIRONMENT

Parking and Commuter Services, University of Maryland at Baltimore, Balti-
more, Maryland 21201 or call 410 706-6603.

Public transportation makes the campus accessible by bus, subway and
light rail. More than a dozen MTA bus routes stop in the campus area. The
Baltimore Metro runs from Charles Center to Owings Mills. Stops closest to
campus are at Lexington Market and Charles Center. A new Light Rail line
connects northern Baltimore County with Oriole Park at Camden Yards. The
UniversityCenter stop is at Baltimore and Howard Streets.

Living in Baltimore

Baltimore's a fun, friendly city with many affordable and convenient hiiusing
options. The brochure Living In Baltimt)re describes on- and off-campus
options for UMAB students; it is available through most UMAB admissions
offices or by calling the Residence Life Office at 410 706-7766.

On-campus living options include furnished university-owned apart-
ments and dormitory style accominodations plus unfurnished apartments in a
half-dt):en privately owned loft district buildings on campus. The Baltimore
Student Union and Pascault Row Apartments are the two uni\'ersity owned
on-campus housing complexes.

Many students choose to live in neighborhoods surrounding the UMAB
campus. A wide range of rooms, apartments and home rentals are available
throughout the metropolitan area. The Student Life Office, located in the
Baltimore Student Union, keeps a listing of available rooms and apartments.

Athletic Center

The campus Athletic Center, on the tenth floor ot the Pratt Street Garage, is
equipped with a squash court; two handball/racquetball courts; two basketball
courts which are also used for volleyball; and a weight room with two 15-
station universal gyms, stationary bikes and rowing machines. Men's and
women's locker rooms each have a sauna and showers.

SCHOOL OF PHARMACY

Men's haskethall, co-ed intramural basketball and volleyball teams
compete throughout the tall and spring semesters. Squash and racquetball
tournaments also are held in the facility.

BALTIMORE

In addition to professional opportunities, the city of Baltimore offers a stimu-
lating environment in which to live and study. Several blocks from the cam-
pus is the nationally acclaimed Inner Harbor area, where Harborplace, the
National Aquarium, the Maryland Science Center and other facilities share
an attractive waterfront with sailboats, hotels, restaurants and renovated
townhouses. The new Baltimore Metro and Light Rail system connect the
downtown area to the outskirts of the city.

Baltimore boasts lively entertainment, world class museums, fine music
and professional theater. For sports fans, Baltimore features Orioles baseball
(the new stadium is two blocks from campus) and league-winning lacrosse.
The nearby Chesapeake Bay offers unparalleled water sports and the seafood
for which the region is famous.

THE SCHOOL AND ITS ENVIRONMENT

Admissions Information

The University of Maryland actively seeks to enroll students with diverse
backgrounds in order to make the educational experience more meaningful
for each student.

APPLICATION PROCEDURES

To obtain Pharm.D. prL^gram applications and other information write:
School of Pharmacy
University of Maryland at Baltimore
20 North Pine Street
Baltimore, MD 21201-1 180
ATTN: Admissions Information

Pharm.D. applicants may call the School of Pharmacy's Office of Student
Affairs at (410) 706-7653 or 1-800-852-2988 (toll free) with specific ques-
tions regarding the school or the application process. Application forms are
typically available in September for the next academic year, which begins
each fall. Applicants should submit: (1) a completed application, (2) sup-
porting documents and (3) a $40 application fee directly to:

Office of Records and Registration

University of Maryland at Baltimore

62 1 West Lombard Street

Baltimore, MD 21201-1575

Those seeking advanced degrees (M.S. and Ph.D.) through the school
must apply to: University of Maryland Graduate School, 5401 Wilkens
Ave., Baltimore, MD 21228. For information on specific graduate pro-
grams within the school, write:

Graduate Programs - * specify discipline *

University of Maryland

School of Pharmacy

20 North Pine Street

Baltimore, MD 21201-1180

*Please specify the pharmacy graduate program to which you wish to
apply: biomcdicinal cheiiiisfry, pharmacology and toxicology, pharma-
ceiirics, phaniiacy .Klmini^rraiion or insiiturional pharmacy-

SCHOOL OF PHARMACY

Application deadliiies

February 1 Application

April 1 All supporting documents (official

transcripts and PC AT scores)

Admissions Process

To be considered for admission, applicants must take the Pharmacy College
Admission Test (PCAT) and forward their scores to the school. Applications
for the PCAT exam are available from the school's Student Affairs Office.
Although the PCAT is given in October, February and April, serious appli-
cants should complete the October and/or February exams. An admissions
committee of faculty and students reviews PCAT results and official tran-
scripts. Applicants with strong PCAT and/or academic credentials are invited
to interview with faculty and students. During the interview, influential fac-
tors, such as the applicant's professional and social awareness, verbal and writ-
ten communication skills, integrity, maturity and motivation, are assessed.
Following the interview, the committee makes admission decisions based on
the applicant's academic achievement, scores on the PCAT and qualities
evaluated during the interview. Academic achievement and/or high scores on
the PCAT do not, in themselves, ensure acceptance. While a minimum grade
point average (GPA) of 2.5 ( A=4.0) is required for application consideration,
the average GPA of Fall 1 993 entering students was approximately 3 .4- Aver-
age PCAT scores of admitted students ranged in the 75th to 85th percentile
in each of the five areas of the exam. Because of multiple applications for each
available position in the entering class, applicants with GPAs below 2.8 have
an extremely low probability of admission.

Applicants must present evidence (via official transcripts) of having
successfully completed the required prepharmacy program, or being able to
complete the prepharmacy course work before the start of classes in the fall.

ADMISSIONS INFORMATION

Prerequisites

A minimum of 60 semester hours of pharmacy prerequisites is required for
admission into the entry-level Pharm.D. program. At least one semester of
this course work must be taken at an accredited institution in the United
States. To enroll in prepharmacy course work, students must apply directly to
an accredited college or university, not to the School of Pharmacy. Most insti-
tutions have designated prepharmacy programs and advisors. The School of
Pharmacy does not provide any specific information regarding course content andlor
requirements for admission into these prepharmacy programs.

Prerequisites for admission into the entry-level Pharm.D. program are:

Course Minimum Number of

Semesters Required

English 2

Math (Precalculus/Calculus I) Up to Calculus I

Zoology or Biology 1

General Chemistry 2

Organic Chemistry 2

Physics 2

Humanities and Social Sciences About 18 hours to a

minimum total ot 60 hours

INTERNATIONAL STUDENTS

Students who are not citizens or permanent residents ot the United States
must submit the results of the TOEFL (Test oi English as a Foreign Language),
certified official copies of transcripts, a statement of financial support, a sup-
plementary information sheet and a summary of educational experiences.
These must be submitted with the application and the $40 application fee to
the Office of Records and Registration. International students are also
required to take the Pharmacy College Admissions Test (PCAT). Therefore
it is essential that international students start the admissions process early.

The school does not accept applicants who have attended only a fcir-
eign educational institution. The school, due to its small size, cannot ade-
quately certify international credentials and relies on the evaluation
performed by other institutions. In addition, experience shows that interna-
tional students benefit from taking courses at other U.S. instituticMis before
entering our program. International students should be familiar with the rules
and regulations of the Immigration and Naturalization Service, which grants
admission to the United States.

SCHOOL OF PHARMACY

INTERNATIONAL PHARMACISTS

Individuals who have received their pharmacy degrees from non-U.S. insti-
tutions have two options to become licensed pharmacists in the U.S.' They
can complete the Foreign Pharmacists Equivalency Examination which is
given once a year by the National Association of Boards of Pharmacy. Passage
of this exam and completion of other requirements allows the international
pharmacists to complete state licensure exams. For further information about
this process, contact NABP at (708) 698-6227.

International pharmacists are also eligible to apply to the school's entry-
level Pharm.D. program and then upon graduation from that program become
eligible to complete state licensure exams. Credit may be given for equivalent
course work previously completed with a grade of "C" or better. Credit may
be awarded after an evaluation of the course and an assessment of student
knowledge by the coursemaster. Based on the structure of the curriculum,
international pharmacists would enter the first professional year of the four-
year Pharm.D program. Admission is based on the evaluation of applicants
credentials by the admissions committee.

LICENSURE REQUIREMENTS

Completion of the entry-level Pharm.D. degree satisfies the educational
requirement lor all state boards of pharmacy in the U.S. Graduates are eligi-
ble to take state licensing exams in all states. Information for licensure as a
pharmacist in Maryland is available from the Maryland Board of Pharmacy,
4201 Patterson Avenue, Baltimore, MD 212 15-2299.

ADMISSIONS I N F O R M .A T 1 O N

Financial Information

FEES AND EXPENSES 1993-94

Tuition and Fees

Per Year

Entry Level Pharm.D.

In State

$4,500

Out-of'State

9,500

Per Credit Hour

135

Instructional Resources Fee

96

Clinical Clerkship (3rd & 4th years)

300

Liability Insurance

19

Supporting Facilities Fee

194

Student Activities Fee

50

Student Health Fee

75

Academic Service Fee

10

Other Expenses

Application Fee (nonrefundable)

40

Nonrefundable Deposit

200

(upon Acceptance for Admission)

Late Registration Fee

35

Diploma Fee

35

Books and Supplies, approximately

600

Housing

Approximately $3,500-5,000

The university reserves the right to make such changes in tees and other
changes although every effort is made to keep the cost to the student as low
as possible.

Health Insurance

The university believes that it is important tor all students to have health
insurance. Thus, health insurance coverage is required of all full-time (nine
or more semester hours) professitinal school students. Students will he billed
for health insurance unless they provide proof of similar coverage to Family
Medicine Specialists (Student and Employee Health). It documentation is
provided, the cost of the premium is waived. The cost of health insurance
varies depending on the type of coverage. In 1993, "student only" coverage
costs $74 1 ; "student and dependent," $ 1 ,549 and "student and family," $ 1 ,928
per year.

SCHOOL OF PHARMACY

DETERMINATION OF IN-STATE RESIDENCY

The University of Maryland at Baltimore Policy fur Student Residency Classifi-
cation for Admission , Tuition and dxarge-Differential Purposes changed effective
with the fall 1991 semester. There are several significant changes in the cri-
teria for determining eligibility for in-state status. Students currently classi-
fied as nonresidents are encouraged to review the new policy. Copies of the
policy are available at the Registrar's Office, room 326, Baltimore Student
Union, 410 706-7480.

FINANCIAL AID

Student financial aid programs are centrally administered by the University
of Maryland at Baltimore, Student Financial Aid. These programs are
designed to help students who otherwise would be unable to attend the uni-
versity. To qualify for aid, students must apply annually and meet certain eli-
gibility requirements. Students are encouraged to complete their financial
aid application by February 15. Aid packages often include a combination of
loans, grants, scholarships and work-study designed to meet the student's
need. Students must complete the required Financial Aid application forms,
which are available from:

Student Financial Aid

Baltimore Student Union

Room 334

621 W.Lombard Street

Baltimore, MD 21201

FINANCIAL INFORMATION • 21

SCHOLARSHIPS AND LOANS

School of Pharmacy Scholarships

Through the generous gifts ot alumni, triends and professional associations,
the school provides additional financial aid to its students. Students do not
apply for these awards. Most awards are given to those students who can doc-
ument unmet financial need through UMAB's Student Financial Aid; others
are given to students from a certain geographical area.
The following scholarships ha\'e been established:

Alumni Association Scholarships. The Alumni Association awards
eight scholarships based on need to deserving students. Three of these schol-
arships are named in memory of William J. Lowry, Henry G. Seidman and
Alex Weiner.

Marilyn I. Arkin Scholarship Fund. The family and friends of Marilyn
I. Arkin, pharmacist, the daughter of Ann and Morris Arkin and a member o{
the class of 1975, established this scholarship as a memorial in 1988. It pro-
vides support for professional students in the School ot Pharmacv.

H. J. (Jack) Custis, Jr., Memorial Scholarship Fund. In memory ot
H. J. (Jack) Custis, Jr., class of 195 1 , a fund has been established for the pur-
pose of awarding scholarships on the basis of reasonable need and academic
ability to students in the professional program on the Baltimore campus t)f the
School of Pharmacy. Students eligible for the Custis Memorial Scholarship
shall be residents of one of the nine Eastern Shore, Maryland Counties.

Lsadore M. and Irene R. Fischer Memorial Scholarship Fund. The
families of lsadore M. and Irene R. Fischer have provided a scholarship fund
to support a professional or graduate student demonstrating academic excel-
lence in the educational programs of the University of Maryland Schiiol of
Pharmacy. While financial need can be a consideratiini, the scholarship
award may be made solely on academic performance.

SCHOOL OF PHARMAOY

Charles L. Henry Memorial Scholarship. The Charles L. Henry
Memorial Scholarship Fund has been provided for Pharm.D. students in the
School of Pharmacy requiring financial assistance.

J. Gilbert Joseph Scholarship. In memory of her brother, J. Gilbert
Joseph, a former student of the School of Pharmacy, the late Miss Jeanette
Joseph provided a generous bequest to endow scholarships to be awarded to
qualified students who have maintained a superior scholastic average and who
are in need of financial assistance.

Frederick William Koenig Memorial Scholarship. In memory of her
husband, Frederick William Koenig, a practicing pharmacist for 50 years, the
late Mrs. Valeria R. Koenig has bequeathed a sum of money to endow a schol-
arship to be awarded annually. The recipient of the award will be selected on
the basis of financial need, character and scholarship.

Dr. Dean E. Leavitt Memorial Scholarship Fund. In honor of Dr. Dean
E. Leavitt, associate dean for administration and professional services, 1976-
1989, the family and the faculty established a fund to support a scholarship
covering the final year of pharmacy school for students who have attained at
least a cumulative average of 3.0, who have shown superior aptitude and
enthusiasm in the course sequence in management, and who have demon-
strated, as Dean Leavitt did, a commitment to the qualities of health and
humanitarianism, both personally and professionally.

A. M. Lichtenstein Scholarship. In memory of her husband, A. M.
Lichtenstein, distinguished alumnus of the School of Pharmacy class of 1889,
the late Mrs. Francina Freese Lichtenstein bequeathed a sum of money to
endow a scholarship to he awarded annually to a resident of Allegheny
County, Maryland. The recipient of the award is to be selected on the basis of
financial need, character and scholarship.

Aaron and Rosalie Paulson Scholarship Fund. Mr. Aaron A. Paulson,
class of 1924, and his late wife, Rosalie, provide the school with an annual gift
to support a first professional year student with demonstrated financial need.

Plough Pharmacy Student Scholarships. The Plough Foundation, cre-
ated by Abe Plough, founder of Plough, Inc., and the School of Pharmacy
have provided funds, the income from which will provide support for phar-
macy students. The funds are awarded on the basis of financial need, acade-
mic achievement, leadership and citizenship.

Arthur Schwartz Memorial Scholarship Fund. The family and friends
of Arthur Schwartz, B.S. Pharm. 1979, Ph.D. in Pharmacy Administration
1987, have established an endowed scholarship fund to honor his memory.

Loan Funds

Rose Hendler Memorial Fund. L. Manuel Hendler and family have
established a loan fund in memory of Mrs. Rose Hendler for needy students.
Loans from this fund are available to qualified students of the second and third
years and are made upon the recommendation of the dean.

F 1 N .A. N C: I A L INFORMATION

Louis T. Sabatino Memorial Student Loan Fund. In honcir and mem-
ory of her late brother, Louis T. Sabatino, class ot 1939, Mrs. Marie Sabatino
DeOms has established this fund to provide loans to deserving students.

Benjamin Schoenfeld Memorial Pharmacy Loan Fund. The family of
Mr. Benjamin Schoenfeld has established a loan fund as a memorial to him.
This fund is available to qualified needy students. Loans are made upon the
recommendation of the dean.

STUDENT VETERANS

New students who are eligible for educational benefits through the Veterans
Administration should forward to the Office of Student Affairs a completed
VA Form 22-1995 (Request for change of Program or Place of Training). Vet-
erans who have not used any of their VA educational benefits should forward
a completed VA Form 22-1990 (Application for Program of Education or
Training) and a copy of DD 214 (Separation Papers) directly to the Office of
Student Affairs of the School of Pharmacy.

SCHOCII, OF ^ilARM.^CY

Entry-Level Doctor of Pharmacy
(Pharm^D.) Program

PROGRAM DESCRIPTION

The new Entry-Level Pharm.D. program is divided into six levels: Funda-
mentals, Basic Science, Pharmaceutical Science, Integrated Sciences and
Therapeutics, Experiential Learning and a Curriculum-Practice Interface.
The following describes the academic purpose of each level.

Level I ' Fundamentals

Students entering the Doctor of Pharmacy program bring a wide diversity of
education and life experiences. Level I includes courses to address these diver-
sities by introducing students to the concept and scope of pharmaceutical
care, pharmacy practice in general, the variety of disciplines that will con-
tribute to their pharmaceutical education and skills, and scientific principles
and concepts fundamental to subsequent curricular experiences.

Level II - Basic Science

During Level II of the curriculum, students build on the fundamentals of Level
I through a comprehensive examination of basic biological, chemical, physi-
cal, social and behavioral sciences. These elements provide the foundation for
understanding pharmaceutical science and the complexities of drug action
and use.

Level III: Pharmaceutical Science

The provider of pharmaceutical care must possess a detailed and comprehen-
sive understanding of the physical, chemical, biological and psychosocial fac-
tors impacting on the outcomes of drug therapy in specific patients with
specific diseases. Level III addresses pharmaceutical science content areas as
they relate to the care of specific patients in the total health care environ-
ment.

Level TV: Integrated Sciences and Therapeutics

This forum addresses the extensive interweaving of basic and clinical science
as well as the interrelated bodies of knowledge associated with the disciplines
involved in total pharmaceutical care. Students build upon their basic and
pharmaceutical science background as they actively participate in a variety of
didactic and laboratory experiences to design, implement, manage and mon-
itor individualized plans for pharmaceutical care. Students learn to appreci-
ate that the successful outcomes of drug therapies relate to complex physical,
chemical, biological and psychosocial interactions within human systems,
and therefore require individualized attention to patients during the design

• ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.) • 25

LEVEL SIX
.■^^44 CURRICULUM'PRACTICE

LEVEL FOUR -
INTEGRATED SOENCE
AND T>4ERAPEUT)CS

and delivery of pharmaceutical care. This application of integrated science to
specific patients with specific diseases is presented within the broader context
of public health, epidemiology, prescriber education, disease prevention and
health promotion issues.

Three progressive components are used to present each topic. The first
component reviews the drugs and biologicals used to treat specific disease
processes and emphasizes comparative features underlying the choice of agent
(Pharmacodynamics and Pharmacokinetics). Chemical properties, such as
solubility and stability, that impact on the choice and use of the products, are
discussed (Biomedicinal Chemistry and Pharmaceutics). The availability and
comparative advantages of drug dosage formulations and delivery systems are
considered as they relate to the optimum use of drug products during acute or
chronic care (Biopharmaceutics).

The second component illustrates how the links between the scientific
knowledge of the disease, available drug products and the variables underly-
ing a particular patient's condition are important to developing the most
appropriate therapeutic plan. Methods for the choice of drug products, defin-
ition of specific goals of therapy including the means to assess whether these
goals are being achieved, and active intervention steps to ensure successful
outcomes of drug therapy are developed (Therapeutics). Methods for moni-
toring, identifying and responding to untoward consequences of drug therapy
are identified (Toxicology and Adverse Drug Reactions). The choice and
design of specific acute and chronic drug therapy, the impact of a variety of
patient-related variables on dosage regimens, and the modification of dosage
regimens in response to changing patient needs, are developed (Clinical Phar-
macokinetics). Students practice and develop skills in counseling patients
about their therapeutic plans in particular, and providing health promotion
education in general (Counseling and Education).

The third component links the knowledge base of the first two compo-
nents with appropriate ongoing methods for drug use review, medical audits,
and cost considerations. The emphasis is on identifying specific interventions
to improve prescribing patterns and reduce the cost of health care (Drug Use
Evaluation).

Level V: Experiential Learning

The Experiential Learning Program of the curriculum offers structured learn-
ing and training activities during which students interface directly with a
variety of pharmacy practitioners in a variety of practice settings and envi-
ronments. These activities, supervised by academic or preceptor faculty mem-
bers, allow students to discover and practice application of accumulated
factual knowledge and gain further integrative competence and confidence as
they meld knowledge, skills and attitudes into pharmaceutical care behaviors
underlying practice in a broad range of health care environments. An innov-
ative feature of the curriculum is that experiential learning activities are
linked to all eight semesters and are organized into six phases beginning with

ENTRY-LEVEL LX:)CTOR OF PHARMACY (PHARM.D.) • 27

an early introduction to pharmacy practice settings and culminating with
extensive elective options.

Phase 1 : Introduction to Professional Pharmacy Practice. This expe-
rience introduces the student to pharmacy practice settings, activities, and
career opportunities. Activities in the first year of the curriculum provide stu-
dents with an early exposure to cognitive and distributive pharmacy practice
in community, institutional and non-traditional/specialty practice settings.

Phase 2: Longitudinal Pharmaceutical Care. During the second and
third years of the curriculum, students observe and participate in the deliver^'
of pharmaceutical care to patients in the context of total health care over
time, including health care transitions. These activities provide the opportu-
nity for students to link the health care/pharmaceutical care needs of patients
with the material they are receiving in their didactic curriculum.

Phase 3: Distributive Services. Activities during this phase enable the
student to competently perform the technical functions of drug dispensing
and distribution in institutional and community pharmacy settings.

Phase 4: Pharmaceutical Care. Students obtain experience in the
delivery of pharmaceutical care in institutional and community pharmacy
practice settings. These experiences enable the student to learn and perform
entry-level pharmaceutical care activities in the context of delivery of total
pharmaceutical services.

Phase 5: Informational Services. Students learn to provide drug infor-
mation in the context of the delivery of pharmaceutical care in institutional,
community, and specialty practice settings.

Phase 6: Elective Experiential Rotations. Elective experiential rota-
tions provide students opportunities to pursue their own areas of interest by
gaining in-depth experiences in specialty practices, non-traditional forms of
pharmacy practice, management, research, etc. Elective experiential options
are closely linked to student curriculum pathways.

A total of 32 credits of experiential learning experience (1500 clock
hours) is required for the degree. All students complete 24 credits ( 1 1 16 clock
hours) of required rotations in independent and chain community pharmacy
settings, hospital pharmacy, acute and chronic pharmaceutical care, ambula-
tory clinics and informational services. These rotations are supplemented
with a minimum of 8 credits (384 clock hours) of elective experience in a vari-
ety of specialty, traditional and non-traditional settings including, for exam-
ple, the Food and Drug Administration and the National Institutes of Health.
All required and most elective rotations are designed to be completed within
four weeks.

Successful completion of the experiential learning program is accepted
by the Maryland Board of Pharmacy as meeting the internship require-
ments necessary for the licensure examination. With thoughtful personal,
academic and financial planning, students are able to design a series of rota-
tions to meet specific individual needs and curriculum pathway clmices. Pre-

28 • SCHOOL OF riiARMAt:V

ceptors at rotation sites have faculty rank in the school. They are selected by
the school and practice sites must achieve certain requirements to be accepted
as a preceptor site. Student performance is evaluated by both the preceptor
and the school. Experiential rotations are not permitted at a site where stu-
dents are now working or have worked for payment or where the preceptor is
a relative.

Level VI: Curriculum - Practice Interface

The sixth and final level of the curriculum contains a variety of educational
experiences for the students about to enter practice. Required and elective
content areas provide a curricular-based interface with pharmacy practice
that builds on the preceding didactic and experiential components of the cur-
riculum. The "capstone" nature of this interface will reflect the acquisition
and appreciation of information that is on the cutting edge of pharmacy prac-
tice, that represents closing options for individual curricular pathways or that
contributes to preparing students for a post-graduate education.

It is expected that the learning at the interface will be under continual
change and development. One goal of this level is to allow each senior stu-
dent, following completion of his or her experiential components, time to
consider his or her individual practice in the context of the total health care
environment. An important part of this interface, therefore, will be the
opportunity for students to reflect interactively upon their educational expe-
riences with fellow students, faculty and practitioners.

CURRICULUM PATHWAYS AND ELECTIVES

The central theme of the curriculum is basic or primary pharmaceutical care
which encompasses the educational experiences common to all students in
the program. All students must complete the required curriculum necessary to

ENTRY-LEVEL DOCTOR OF PH.^RM.'\CY (PH.'\RM.U.)

prepare for the competent performance of entry-level pharmaceutical care in
a variety of practice settings. To supplement the required curriculum, more
than 21% (28 credits) of the four-year curriculum is reserved for didactic and
experiential electives. This elective portion of the curriculum provides stu-
dents the opportunity for flexible programming of their curriculum experi-
ence, or "curriculum pathway," in order to enhance their general practice of
pharmaceutical care, to focus on a particular area of practice, or to prepare for
post-graduate studies.

Students may select freely from elective options to design their path-
way, or may choose one of several "model pathways." These models are
designed to assist students in achieving common educational objectives in
areas such as differentiated practice, pharmacotherapy, management or grad-
uates studies. Students can choose one of the differentiated practice path-
ways for practice in a community or institutional activity or a setting of their
choice. The pharmacotherapy pathway will provide courses for students
interested in entering post-graduate residencies or fellowships for eventual
board certification in pharmacotherapy. The management pathway provides
background for management-oriented careers or tor additional post-graduate
training. Students choosing the research pathway will be better prepared for
entry into graduate school or for post-graduate fellowships. Other model path-
ways may be developed in response to changing practice needs or student
interest.

Faculty pathway coordinators, who design and maintain the integrity of
the pathways, and faculty advisors will serve as consultants to students tor
information on career opportunities resulting from a particular pathway. Stu-
dents have absolute free choice in choosing a pathway. Students not choos-
ing a model pathway may select electives from any pathway as part ot their
elective options as long as the necessary prerequisites are met.

SCHOOL OF I'HARMAOY

PROGRAM CURRICULA

Summary of Entry -Level Pharm.D. Program

Course Work Minimum Semester Credits

Didactic 100 credits

Required 80

Elective . 20

Experiential 32 credits

Required 24

Elective 8

Total 132 credits

Course Work By Semester^

Semester One Credits

PHAR 5 11: Biochemistry 1 2

PHAR 512: Cell Biology 2

PHAR 513: Drug Chemistry 2

PHAR 514: Human Biology 1 3

PHAR 515: Personal Management 2

PHAR 516: Pharmacy Practice & Education 3

PHAR 517: Study Design and Analysis _J^

Total 16

Semester Two

PHAR 521: Biochemistry II 3

PHAR 5 2 2 : Context of Health Care 3

PHAR 523: Ethics in Pharmacy Practice 1

PHAR 524: Human Biology II 3

PHAR 525: Immunology 2

PHAR 526: Physical Chemistry 2

PHPC 527: Introduction to Professional Practice 1

DIDACTIC ELECTIVES _J

Total 17

Semester Three

PHAR 531: Pharmaceutical Chemistry 2

PHAR 533: Microbiology 1 2

PHAR 534: Human Biology 111 3

PHAR 535: Pharmaceutics 3

PHAR 536: Pharmacology 1 2

PHAR 537: Principles of Drug Action 2

PHPC 532: Longitudinal Pharmaceutical Care I 1

DIDACTIC ELECTIVES _J.

Total 17

'This outline is one suggested plan of study for electives. Electives can be taken during
most fall, winter, spring and summer semesters.

ENTRY- LEVEL DOCTOR OF PHARMACY (PHARM.D.) • 31

Semester Four

PHAR 541: Biopharmaceutics & Pharmacokinetics

PHAR 542: Clinical Chemistry

PHAR 543: Microbiology II

PHAR 544: Medicinal Chemistry

PHAR 545: Practice Management

PHAR 546: Pharmacology II

DIDACTIC ELECTIVES

Total

Semester Five

PHAR 550: Medical Information Analysis
PHAR 551: Drug Use Review
PHAR 552: Principles of Human Nutrition
PHAR 554: Integrated Science and Therapeutics I
PHAR 555: Integrated Science and Therapeutics II
PHAR 556: Integrated Science and Therapeutics III
DIDACTIC ELECTIVES
Total

Semester Six

PHAR 564: Integrated Science and Therapeutics IV 3

PHAR 565: Integrated Science and Therapeutics V 3

PHAR 566: Integrated Science and Therapeutics VI 2

PHPC 562: Longitudinal Pharmaceutical Care II 1

DIDACTIC ELECTIVES _6

Total 15

1

idki

SCHOOL OF PHARMACY

Semester Seven

PHPC 570: Community Distributive Services'
PHPC 571: Hospital Distributive Services^
PHPC 572: Institutional Pharmaceutical Care I
PHPC 573: Institutional Pharmaceutical Care II
PHPC 574: Community Pharmaceutical Care I
PHPC 575: Community Pharmaceutical Care II
PHPC 576: Ambulatory Clinic'
PHPC 577: Informational Services'
Total

Semester Eight

PHAR 580: Pharmacy Law
PHAR 581: Senior Colloquium
EXPERIENTIAL ELECTIVES^
DIDACTIC ELECTIVE COURSES
Total

Grand Total

132 minimum credits

'Taken concurrently with Pharmaceutical Care Rotations

^Students complete these rotations at various times during the 3rd and 4th

year, but register for them in these semesters.

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.)

COURSE DESCRIPTIONS

FIRST- YEAR COURSE DESCRIPTIONS

PHAR 5 1 1— Biochemistry I (2)— Fall Semester

PHAR 521 — Biochemistry II (3) — Spring Semester. A course ot study
which builds on the principles of cell biology and genetics with a systematic
consideration of the chemical components and requirements of living systems
from the molecular to the cellular level. These fundamentals of biochemical
structure, function, and energetics provide a platform for comprehension of
pharmaceutical biotechnology, and for understanding determinants of dis-
ease, the pathobiochemistry of organ systems, mechanisms of drug action and
adverse reactions, and novel drug delivery systems.

PHAR 5 12 — Cell Biology (2) — Fall Semester. Introductory appreciation of
the cell, the hmdamental unit of the body. The integration of cell structure
and molecular functions is developed with discussions of topics such as the
history of modern biology; the basic principles of cellular cytoarchitecture and
organization; membrane functions; biochemical structure, functions and
energy conversion; cell-to-cell signaling; the flow of genetic information from
DNA to RNA to proteins; cell division; human and Mendelian genetics; and
human diversity.

PHAR 513 — Drug Chemistry (2) — Fall Semester. A study of the principles
of organic chemistry that comprise basic elements of pharmaceutical science.
The emphasis is on the relationship between molecular structure and chemi-
cal, physical, and biophysical properties of systems that arise from molecular
interactions. The course provides a platform for comprehension of pharma-
ceutical concerns such as the stability of drugs and drug products, the confor-
mation of bioactive proteins, the basis for drug-receptor interactions, the
structure of biological membranes, and major drug classes.

PHAR 514— Human Biology I (3)— Fall Semester
PHAR 524— Human Biology II (3)— Spring Semester
PHAR 534— Human Biology III (3)— Fall Semester— Second Year. A con-
sideration of the human body as an integrated, functioning tirganism with
emphasis on how organs work individually and in harmony during the regula-
tion of complex body functions necessary to establish and maintain homeo-
stasis, and mechanisms underlying disordered organ functions and homeostasis.
The anatomy, histology and physiology of the human body is organized by
organ systems to include the integumentary, skeletal, muscular, nervous, endo-
crine, cardiovascular, lymphatic, respiratory, digestive, urinary, and reproduc-
tive systems.

SCHOOL OF

PHAR 515 — Personal Management (2) — Fall Semester. An introduction
to the basic elements of social and administrative science underlying the prac-
tice of pharmacy. The student is introduced to State and Federal laws includ-
ing those related to negligence, standards of practice, and dispensing.
Organizational theories of management and leadership styles are contrasted.

PHAR 516

: PHARMACY PRACTICE AND EDUCATION

T

^

T

VII. APPLICATIONS OF CRITICAL
THINKING AND PROBLEM
RESOLUTION

VI. COMMUNICATION

V. PHARMACY EDUCATION

®

IV. ETHICS

III. INFORMATICS

II. FUNDAMENTALS OF CRITICAL
THINKING

1

1

(i)

(i)

(m)

1. PHARMACY, PRACTICE AND
EDUCATION

PHAR 516 — Pharmacy Practice and Education (3) — Fall Semester. This
prefatory course introduces the new Doctor of Pharmacy student to the sci-
ence and profession of pharmacy. The evolution and implications of pharma-
ceutical care and the philosophical basis for the pharmacy curriculum are
discussed. Students are introduced to skills necessary for success during the
four year curriculum through the opportunity to critically evaluate problems,
discuss ethical dilemmas, develop and apply computer and literature retrieval
skills, and practice verbal and written communication skills. The importance
of independent and cooperative learning activities is emphasized.

PHAR 517 — Study Design and Analysis (2) — Fall Semester. Students are
introduced to the pivotal role of study design and statistical analysis consid-
erations in the design and evaluation of basic, clinical, epidemiological and
social science research. The course focuses on the proper design of studies
with emphasis on threats to internal validity and generalizability. A variety of
descriptive and inferential statistical procedures and methods are surveyed
with emphasis on the interpretation of the results of research.

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.)

PHAR 522 — Context of Health Care (3) — Spring Semester. Students
actively develop a contemporary definition of health care and critically ex-
amine the health care system with special emphasis on relevant legislation,
traditional and nontraditional providers of health care, the organization
and financing of health care delivery, and the dynamics of pharmaceutical
care within the system. The social, legal and professional implications of
informatics and computer proliferation in our society is discussed with special
emphasis on pharmacy practice.

PHAR 523 — Ethics In Pharmacy Practice (1) — Spring Semester. Intro-
duction to the principles of ethical thinking. The philosophy of ethics and
role of formal codes of professional conduct are discussed in the context of
resolving conflicting ethical principals.

PHAR 525 — Immunology (2) — Spring Semester. The natural and
acquired protective mechanisms of the immune system are discussed with top-
ics ranging from the structure, function, and specificity of antibodies; B-lym-
phocyte and T-lymphocyte functions; initiation and control of immune
responses; histocompatibility; and immune-mediated disease. The course is
designed to provide the student with sufficient knowledge of humoral and cel-
lular immunity to understand the role of the immune system in disease, the
production and use of vaccines and related biologicals, and the rapidly grow-
ing areas of transfusion, transplant and tumor immunology.

PHAR 526 — Physical Chemistry (2) — Spring Semester. A study of
selected principles ot physical chemistry that comprise basic elements ot phar-
maceutical science. The emphasis is placed on the relationship between mol-
ecular structure and the physical and biophysical properties of systems that
arise from molecular interactions. The goal of the course is to apply the prin-
ciples of physical chemistry to the practice of pharmacy.

iCHOOL OF PliARMACY

PHPC 527 — Introduction to Professional Practice ( 1 ) — Spring Semester.

Students observe cognitive and distributive pharmacy practice in community,
institutional and non-traditional/specialty practice settings, and analyze the
types of services provided and the personnel involved in the delivery of those
services. Experience is gained in the basic elements of the technical aspects of
drug distribution. These activities are closely linked to and are an extension
of PHAR 516: Pharmacy Practice and Education.

SECOND- YEAR COURSE DESCRIPTIONS

PHAR 531 — Pharmaceutical Chemistry (2) — Fall Semester. A presenta-
tion of the basic chemical principles underlying the activity, absorption,
metabolism, excretion, physico-chemical properties and design of drug mole-
cules, culminating in a discussion of drug classes.

PHPC 532: Longitudinal Pharmaceutical Care I ( 1 ) — Fall Semester. Stu-
dents observe the delivery of pharmaceutical care to patients in the context
of delivery of total health care over time, including health care transitions.
Students have regularly scheduled encounters, structured by a pharmacy prac-
titioner, with selected patients and prepare periodic health care status reports
on their patients, including an assessment of their pharmaceutical care needs.

PHAR 533— Microbiology 1 (2)— Fall Semester

PHAR 543 — Microbiology^ II (2) — Spring Semester. A systematic study of
microbial morphology, biochemistry- and physiology. Major classes of patho-
genic bacteria, viruses, fungi and parasites are surveyed with emphasis on
mechanisms of pathogenicity, virulence and resistance. Microbial genetics is
discussed, including the role of this area in the development of modem mol-
ecular biology and biotechnology. The course prepares the student for study
of the etiology and consequences of infectious disease, and the use of antibi-
otics and other biologicals for their treatment.

PHAR 535 — Pharmaceutics (3) — Fall Semester. The application of funda-
mental principles and basic science knowledge to the multidimensional prob-
lems of the formulation, development, testing, production, distribution, and
administration of safe, effective, stable and reliable drug delivery systems.
These systems, ranging in sophistication from tablets and capsules to biode-
gradable implants, are discussed using a problem-based approach that focuses
on the critical determinants for traditional and less-traditional routes of drug
administration.

PHAR 536— Pharmacology I (2)— Fall Semester

PHAR 546 — Pharmacology II (3) — Spring Semester. A systematic con-
sideration of the molecular, cellular and organismic mechanisms of drug
action, organized by major drug classes. This course of study provides knowl-

ENTR Y- LEVEL DOCTOR OF PHARMACY (PH. ARM. D.) • 37

edge of the mechanisms of drug action underlying their use in the treatment
of specific and general disease processes.

PHAR 537 — Principles of Drug Action (2) — Fall Semester. A study of the
chemical and biological concepts which apply to the characterization, evalu-
ation and comparison of all drugs. Topics such as dose-response and receptor
theory, receptor transduction mechanisms, pharmacologic selectivity, phar-
macogenetic drug tolerance and dependence, drug allergy, drug resistance and
chemical mutagenesis, carcinogenesis and teratogenesis are discussed at the
molecular and cellular level. The physical, biological and chemical principles
underlying drug absorption, distribution, biotransformation and excretion are
discussed from the molecular to the organ level.

PHAR 541 — Biopharmaceutics and Pharmacokinetics (2) — Spring Semes-
ter. The student learns how the processes ot drug absorption, distribution,
metabolism and excretion are coupled with dosage and the important param-
eters of clearance, volume of distribution and bioavailability, to determine the
concentration of a drug at its sites of action in the body. The quantitative rela-
tionship between dose and effect is developed as a framework with which to
interpret measurements of drug concentrations in biological fluids.

PHAR 542 — Clinical Chemistry (2) — Spring Semester. Principles of ana-
lytical chemistry, clinical chemistry, enzyme assays, electrophoresis, radioactiv-
ity, magnetic resonance, biotechnology-based diagnostics and biosensors, and
immunoassay are examined. Emphasis is on the application of these methods
to the determination of drug concentrations in chemical and biological sys-
tems, and to health promotion and assessment. Students also have opportu-
nities to examine patient data and use commercially available diagnostic kits.

PHAR 544 — Medicinal Chemistry (3) — Spring Semester. A ct)mprehen-
sive study of the chemistry of drug products. The course outline follows the
pharmacological classification of drug molecules, and includes discussion of
chemical properties (physical and organic), stability, solubility, mechanisms of
action where appropriate, and structure-activity relationships. Where possible,
quantirarivo computer designed studies of drug development are mentioned.

PHAR 545 — Practice Management (2) — Spring Semester. Management
principles are provided to construct a practical framework for the operational
management of a business of pharmacy. Elements addressed in this course
include: controllable and uncontrollable variables in a free market economy,
work flow analysis, accounting, budget development, purchasing, inventory
control, quality assurance and third party reimbursement issues. The course
also examines the current practical developments related to human resources
management through integrating information on organization behavior, psy-
chology, economics and law.

38 • SCHOOL OI- PHARMACY

THIRD-YEAR COURSE DESCRIPTIONS

PHAR 550 — Medical Information Analysis (1) — Fall Semester. A course
designed to familiarize students with the process of information collection,
retrieval, analysis and interpretation. A variety of topics surrounding drug
information are covered including the drug approval process, role of drug
information in the health care system, the biomedical publishing process,
adverse drug reaction management, quality assurance and formulary manage-
ment. The course also further develops and refines verbal and written com-
munication skills through a variety of exercises.

PHAR 55 1 — Drug Use Review ( 1 ) — Fall Semester. An examination of the
review of physician prescribing, pharmacist dispensing, and patient use of
drugs. A framework for this course is centered around the five steps of drug use
review which include: determining optimal drug use through the process of
criteria development; measuring or observing how drugs are actually used;
comparing actual with optimal use and noting any differences; developing and
implementing methods for effecting any change that is needed; and monitor-
ing the results of the program.

PHAR 552 — Principles of Human Nutrition (1) — Fall Semester. The

basic principles of human nutrition are presented to prepare students to man-
age specialized nutritional support, provide appropriate dietary counseling for
healthy people in different stages of the life cycle as well as for people with
various diseases, and answer nutrition related questions. These principles are
expanded and reinforced during the duration of Integrated Science and Ther-
apeutics.

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.)

INTEQRATED SCIENCE AND THERAPEUTICS
Pharmaceutical Care

^ ^^ ^

24.
23.

22.
21.

System Intervention
Prescriber Intervention
Population Intervention
Individual Patient

Intervention
Due Assessment
Adverse Event Analysis
Patient Outcome

Assessment
Patient Education
Health Promotion Plan
Due Criteria
Development of a Care

Plan
ndices of Toxic Effects
ndices of Therapeutic

Effect
Therapy Options
Financial Variables
Population Variables
Agent Variables
Biopharmaceutics
Applied Kinetics
Applied Chemistry
Applied Pharmacology
Patient Variables
Nutrition
Problem Definition tSi

Assessment

SCHOOL OF

PHAR 554, 555, 556 — Integrated Science and Therapeutics I, II,
(3, 3, 2)— Fall Semester

III

PHAR 564, 565, 566— Integrated Science and Therapeutics IV, V, VI
(3, 3, 2) — Spring Semester. Basic and clinical science faculty interact with
students during a variety of didactic and laboratory experiences as students
learn to design, implement and monitor pharmaceutical care plans for specific
patients with specific diseases. Methods for the choice of drug product, defin-
ition of the specific goals of therapy including the means to assess whether
these goals are being achieved, and active intervention steps at the patient,
presciber, health care system and population levels to ensure successful out-
comes of drug therapy are developed. The courses are organized according to
the major physiological systems of the human body, and the disease states
commonly associated with them and encountered and observed by the phar-
macy practitioner in a variety of community and institutional practice set-
tings. A goal of these courses is to prepare our graduates to be better able to
integrate new scientific knowledge into the successful pharmaceutical care of
patients and the reduction of the cost of health care to patients and society.
The knowledge and behaviors acquired during these courses prepare the stu-
dent for the community and institutional pharmaceutical care rotations of the
experiential learning program of the curriculum.

PHPC 562: Longitudinal Pharmaceutical Care II (1) — Spring Semester.

A continuation of PHAR 532 as students continue to follow their patients
with periodic encounters, and develop pharmaceutical care plans with special
attention to the needs of health care transitions. These experiential activities
are closely linked to the didactic activities in the Integrated Science and
Therapeutics series of year three of the curriculum.

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.O.)

FOURTH-YEAR COURSE DESCRIPTIONS

PHPC 570 — Community Distributive Services (3)

PHPC 571 — Hospital Distributive Services (3). These rotations are ordi-
narily taken after the successful completion of the third year. One rotation
may he taken during the Winter Session of the third year hy full-time students
in good academic standing.

Each rotation is a four week structured program of intensive skills devel-
opment in the distributive aspects of community and institutional pharmacy
practice to enable the student to competently perform the technical functions
of drug dispensing and distribution. Students also learn the operational
aspects of new drug distribution technology, the roles and methods of super-
vision of support personnel including methods for assuring drug distribution
accuracy, and participate in the assessment and coordination of support per-
sonnel activities.

PHPC 572 — Institutional Pharmaceutical Care I (3) — Prerequisite:
PHAR 571: Institutional Distributive Services.

PHPC 573— Institutional Pharmaceutical Care II (3) — Prerequisite:
PHAR 571: Institutional Distributive Services. Each four-week rotation
allows students to obtain extensive experience in the development and imple-
mentation of pharmaceutical care plans including identification and assess-
ment of drug therapy problems, establishing, implementing and monitoring
plans, patient counseling, and intervention. Institutional pharmaceutical
care sites are primarily those in which clinical and distributive services are
linked to total pharmaceutical care. Pharmacy practitioners at these sites
are primarily involved with delivery of patient-oriented services. Students
participate in both the distributi\e and clinical aspects of these services with
an emphasis on the processes, skills, ;ind knowledge required to promote drug

SCHt')OL OH PHARMACY

therapy planning, intervention, and monitoring of patients in the context of
a pharmacy service program.

PHPC 574 — Community Pharmaceutical Care 1 (3) — Prerequisite: PHAR
570: Community Distributive Services.

PHPC 575 — Community Pharmaceutical Care II (3) — Prerequisite: PHAR
570: Community Distributive Services. Each four-week rotation allows stu-
dents to obtain extensive experience in the development and implementa-
tion of pharmaceutical care plans including identification and assessment of
drug therapy problems, establishing, implementing and monitoring plans,
patient counseling, and intervention. Community pharmaceutical care sites
are primarily community pharmacies where clinical and distributive services
are provided and preceptors have implemented pharmaceutical care service
activities. Students participate in both the distributive and clinical aspects of
these services with an emphasis on optimizing drug therapy regimens, provi-
sion of prescription and non-prescription drug therapy, monitoring for drug
response and toxicity, patient counseling, and triage in the context of phar-
macy services.

PHPC 576 — Ambulatory Clinic ( 1 ). Students learn to assess patient's needs
for drug therapy, assess current drug therapy, perform appropriate pharma-
cotherapy-oriented physical assessments, order appropriate laboratory tests,
initiate and/or change drug therapy regimens, and conduct appropriate
patient follow-up. Time is devoted to issues pertaining to applications of prac-
tice management concepts and skills. These activities run concurrently with
the Pharmaceutical Care rotations (PHPC 572, 573, 574, & 575).

PHPC 577 — Informational Services (2). Students learn how to conduct
timely and accurate literature searches and evaluate sources of drug informa-
tion. Students develop their own personal information library, have regularly
scheduled responsibilities in an information center, participate in a regularly
scheduled recitation session with a journal club format, and subscribe to an
affordable abstracting service with specific assignments to review selected
articles. This experience enables the student to provide drug information for
the purposes of establishing accurate pharmaceutical care plans, for the per-
formance of drug use evaluations, and for formulary decision making. These
activities run concurrently with the Pharmaceutical Care rotations (PHPC
572, 573, 574, & 575).

PHAR 580 — Pharmacy Law (2) — Fall Semester. An examination of the
legal and regulatory issues pertaining to drugs and devices and the practice of
pharmacy. Students learn the various laws and regulations which would gov-
ern their usual daily activities in a variety of practice sites.

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.)

PHAR 581 — Senior Colloquium (1) — Spring Semester. Students deliver
oral presentations to share some aspect of their educational experience, prac-
tice aspirations, or career goals with their student peers and the faculty. This
forum facilitates discussions fostering a critical examination of each student's
formal education in the context of the practice of pharmaceutical care.

ELECTIVE COURSES

The elective didactic (PHMY) and experiential (PHEX) courses currently
offered by the School of Pharmacy are described below. In general, higher
course numbers indicate courses with important prerequisite requirements,
and are designed for later years of the curriculum. Prerequisites for most elec-
tives include consent of the instructor and the student's advisor.

PHMY 510 — Advanced Educational Opportunities ( 1 ) — Var. terms. This
elective program provides students who may be interested in graduate school
or research careers with knowledge and information about various advanced
educational opportunities in the curriculum. Aspects of careers which require
advanced study are described by individuals in those career areas, and by stu-
dents currently enrolled in them. Students enrolled in this course receive
diverse perspectives relating to goals, training, functions, settings, and oppor-
tunities in research in the pharmaceutical sciences and pharmacy practice
areas.

PHMY 518 — Drug Abuse Education (1-3) — Fall and Spring Semesters.

Practice and training in the dissemination of drug information, especially drug
abuse information, to the public, linked to the activities of the Student
Committee on Drug Abuse Education (SCODAE). Students complete a ten-
hour training session, observe community education programs presented by
SCODAE, present several programs, and prepare a written report on a timely
topic in the area of chemical dependence.

PHMY 521 — History of Pharmacy (1) — Fall Semester. A course wiiich
explores the historical development of pharmacy practice and medicines.

PHMY 522 — Business Plan Development (2) — Fall Semester. An elective
course for students interested in ownership or management with emphasis on
the practical problems associated with establishing a new business or expand-
ing an existing enterprise. Location and market analysis, target marketing,
revenue and expense projections, and estimation of capital requirements are
among the topics covered.

PHMY 523 — Advanced First Aid (3). Advanced first aid and emergency
care including CPR.

SCHO(.")L 0\

PHMY 524 — Computers and Their Applications to Pharmacy (2) — Fall
Semester. An advanced course in using computer software. Students com-
plete a series of computer-based projects that illustrate how software can he
used to enhance various aspects of pharmacy practice.

PHMY 528 — Selected Topics in Geriatrics and Gerontology (1-3). This
course provides an educational experience through the investigation of the
areas of geriatrics and gerontology with the school's Center for the Study of
Pharmacy and TTierapeutics for the Elderly. Includes Elder-Visitation during
which students select an elderly person living in the community and follow
that person. Guided discussions in school address problems/solutions to elder
health care.

PHMY 529 — Special Group Studies (var. 1-5). Repeatable up to 12 cred-
its. An omnibus course permitting experimentation with new or different sub-
ject matter and/or instructional approaches.

PHMY 537 — Clinical Aspects of Chemical Dependence (2) — Fall Semes-
ter. This course familiarizes students with the clinical aspects of chemical
dependence. Special emphasis is placed on the pharmacology of commonly
abused psychoactive substances and the role of pharmacological supports in
the treatment of addiction.

PHMY 539 — Special Projects (var. 1-3). Repeatable up to 12 credits. Inde-
pendent investigations consisting of library' or laboratory' research, seminars,
or other assignments appropriate to the problem investigated.

PHMY 541 — Introduction to the Poison Center (1). The Maryland Poison
Center, a division of the School of Pharmacy, provides emergency poison

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.)

information 24 hours a day to the general public and health professionals. The
center serves an educational function for students at UMAB. Pharmacists
play an extremely important role in the Poison Center's operation. This
course provides students the opportunity to observe and be involved in a clin-
ically oriented pharmacy practice setting early in their education. Students
learn about the Poison Center's operation and resources and the potential for
pharmacist participation in this area of patient care. The course consists of
discussion sessions, activities in the Maryland Poison Center, role playing,
and laboratories on toxicology resources and communication skills. Students
present a home management and a hospital management drug overdose case.

PHMY 542 — Cosmetics Preparations (2) — Fall and Spring Semesters.

This course is designed to stimulate student thought in the field of cosmetic
science and technology. Upon completion ot the course, the student will be
able to discern among the various health benefit claims made by cosmetic
preparations, and help consumers select appropriate products. Historical per-
spectives, as well as modern concepts of cosmetic formulation, composition,
manufacture, promotion, and utilization are presented. During laboratory ses-
sions, ingredient functionality and manufacturing processes are discussed, and
students prepare representative cosmetic formulations.

PHMY 543 — Honors Seminar in Pharmacy Administration (1) — Fall

Semester. A survey of current literature in the general area of pharmacy prac-
tice and administrative science. Each week, a recently published paper related
to the economic, social, behavioral or education aspects ot pharmacy is dis-
cussed and evaluated. Special student research projects may also be under-
taken.

SCHOOL Ol

PHMY 550 — Adverse Drug Reactions (2) — Fall Semester. Focus is on the
clinical manifestations and incidence of drug reactions, systems affected, dif-
ferentiation among idiosyncratic reactions, hypersensitivity reactions, exten-
sions of pharmacologic action and assessment of drug reaction literature.

PHMY 55 1 — Recent Advances in Pharmacology ( 1 ) — Fall Semester. The

objective of this course is to present advances in pharmacology and toxicol-
ogy. Sessions emphasize experimental and clinical findings, their interpreta-
tion and significance in relation to basic and applied aspects of pharmacology
and toxicology. Attention is also given to experimental design and method-
ology of the studies in question.

PHMY 552 — Pharmacology and Aging ( 1 ) — Spring Semester. This course
presents advances in our understanding of variations in drug response in the
aging population. The course is designed to give students an appreciation for
the basic physiological and biomedical changes which normally occur with
aging, and how these changes relate to altered pharmacodynamic and phar-
macokinetic responses following drug administration. Basic and clinical phar-
macologic studies are used to support the conclusions presented.

PHMY 553 — Consumer Education Program for Older Adults (2) — Fall
and Spring Semesters. The urgent need for pharmacists be become more
involved with the health care of the elderly is well documented. This course
trains students to educate the elderly about drugs and drug taking. Students
benefit from the didactic and applied aspects of the course, since they must
first learn about the special needs of the elderly and then actually interact with
the elderly both in large groups and on a one-to-one basis.

PHMY 554 — Health Education Seminar (2). Health education is the sci-
entific process designed to promote the health of individuals and groups using
educational strategies to achieve voluntary behavioral change. The objective
of the course is to prepare students to become effective health educators to
patients, other health practitioners and/or the community. The theoretical
and conceptual frameworks upon which the discipline is based are fully devel-
oped. Students learn the techniques of behavioral and educational diagnosis
and their application in the development of educational intervention.

PHMY 555 — Novel Drug Delivery (2). A study of specialized formulations,
dosage forms and drug delivery systems. The goal of the course is to enable stu-
dents to make decisions about the appropriate use of novel drug delivery
systems from an integrated science and practice perspective, basing the deci-
sions on the physical, chemical, therapeutic, and economic attributes of these
systems.

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.)

PHMY 556, 557— Advanced Pharmacology I, II (2,2)— Fall and Spring
semesters. This course expands and extends the pharmacology material
learned in the required courses PHAR 536 &. 546. Discussion of the assigned
topics and review of original papers represent a two-hour weekly session.
These sessions include graduate students in Pharmaceutical Sciences/Phar-
macology and Toxicology.

PHMY 560 — The Pharmacist in the Critical Care Setting ( 1 ). Identifies
and discusses the role ot the pharmacist in various critical care settings. The
student will be able to see how critical care pharmacy has evolved to comple-
ment the medical and nursing management of the critically ill patient.

PHMY 561 — Advanced Therapeutics Seminar (3). An advanced course
dealing with complex drug therapy decision-making utilizing case presenta-
tions and current literature. Requires active student participation in resolu-
tion of therapeutic controversies.

PHMY 562 — Clinical Pharmacokinetics (2) — Spring Semester. Provides
the student with the didactic trainiiig and skills necessary to conduct clinical
pharmacokinetic consultation.

PHMY 563 — Pharmacotherapeutic Issues in the Critically 111 Patient (2).

This course is designed as an elective seminar for students interested in the
area of critical care pharmacotherapy. Topics include a wide scope of disease
states and drug issues frequently encountered in an ICU setting. The presen-
tation of these topics will identify the the pharmacologic aims and contro-
versies in the management of a particular topic, while simultaneously
underscoring the complexities of drug therapy in the critically ill patient
which may lead to untoward reactions or suboptimal care.

PHMY 564, 565— Institutional Pharmacy I and II (2, 2)— Fall and Spring
Semesters. Fundamentals of institutional pharmacy practice and administra-
tion with emphasis on hospital and nursing homes. Includes physical facili-
ties, standards, purchasing, fc^rmulary implementation, record keeping, drug
distribution and ccmtrol systems.

PHMY 566 — Orthotics Seminar (1) — Spring Semester. This course intro-
duces students to the management of patients with orthopedic problems and
prepares them with entry level skills to counsel and tit orthopedic appliances
(orthoses). Fitting and educational techniques are demonstrated and students
are trained in fitting a range of both rigid and flexible orthoses.

PHMY 567 — Advanced Cardiac Life Support (2) — Spring Semester. This
course focuses on the role oi the pharmacist in the setting ot cardiac arrest. A
lecture format covers the pathophysiology, epidemiology, therapeutic goals

48 • SCHOOL OK PHARMACY

and treatment modalities in cardiac arrest as described by the Standards and
Guidelines developed by the National Conference on Cardiopulmonary
Resuscitation and Emergency Cardiac Care. Topics include the role of the
pharmacist on the cardiac arrest team, an in-depth discussion of the role of
pharmacologic intervention, techniques of basic and advanced cardiac life
support and post-resuscitative care.

PHMY 570 — Current Topics in Infectious Disease ( 1 ) — Spring Semester.

This course is intended to provide a forum for discussion of current and con-
troversial aspects of infectious disease therapy. Each student selects a new or
controversial areas of infectious disease therapeutics and prepares a one-hour
lecture/discussion of that topic. Each student is expected to read selected
background material and contribute to the discussion of the topic. Audiovi-
sual aids and/or handouts are encouraged.

PHMY 57 1 — Parenteral Therapy (2) — Spring Semester. A comprehensive
review of all aspects of parenteral therapy including planning, organizing, and
implementing an IV admixture program, preparation of sterile products, basic
concepts of fluid balance and dosage state, blood products, parenteral nutri-
tion, and chemotherapy and biotechnology products.

PHMY 574, 575 — Pharmacotherapeutics I, II (2, 2). Pharmacotherapeu-
tics I and 11 are courses in advanced therapeutic decision-making which par-
allel the therapeutic topics offered in the Integrated Science and Therapeutics
modules during the third year of the curriculum. The courses require students
to formulate therapeutic decisions based upon case materials and emphasize
the process of decision-making in the presence of multiple patient and agent
variables. As the number of cumulative therapeutic topics increases, the com-
plexity of the decision making increases. Students are expected to incorporate

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.)

data from the primary literature as part of the therapeutic decision making
process.

PHMY 580 — Drugs and Public Policy (2) — Spring Semester. An exami-
nation of public policy issues related to drug use in our society. Cases, small
group discussions and outside experts will be used to analyze contemporary
issues effecting pharmacy and health care.

PHEX 550 — Parenteral Nutrition (3). A clinical experience designed to
provide students with knowledge and experience in the design and miinitor-
ing of parenteral nutrition therapy.

PHEX 551 — Drug Information Clerkship (2). A clerkship designed to
familiarize students with resources, develop their ability to search primary,
secondary and tertiary sources, retrieve, analyze and interpret the medical lit-
erature, and to refine written and verbal communication skills.

PHEX 552 — Poison Information (3). A clerkship in the Maryland Poison
Center providing students experience in providing poison information and
consultation in clinical toxicology.

PHEX 558 — Ambulatory Care (1-3). This experiential rotation supple-
ments PHPC 576: Ambulatory Clinic of the required curriculum. Students
gain additional experience working in an interdisciplinary ambulatory health
care delivery system with practicing clinical pharmacists and participating in
the evaluation, implementation and monitoring of ambulatory clinic drug
therapy.

50 • SCHOOL OF PHARMACY

PHEX 559 — Research (1-3). Students, in collaboration with a faculty spon-
sor, actively pursue a research project. The project may be in any of the areas
of expertise of the faculty which include biological, pharmacological, chemi-
cal, social, administrative, management and clinical science. The emphasis of
the course is on the design and implementation of research methodology, and
allowing students to obtain hands-on experience with research techniques.

PHEX 560 — Inpatient Medicine (3). An experiential rotation designed to
provide students with extensive experience in dealing with the drug therapy
problems of hospitalized patients in general medical areas.

PHEX 562 — Clinical Pharmacokinetics Clerkship (3). An experiential
rotation providing education and training on adaptive control of drug ther-
apy by integration of pharmacokinetics, pharmacodynamics, pathophysiology
and patient data.

PHEX 563 — 586 (2 credits each) — Variable terms. Elective experiences in
pharmacy subspecialty areas approved and designed by a site preceptor and the
student's advisor.

PHEX 563 — Administration

PHEX 564— Cardiology

PHEX 565 — Critical Care/Shock Trauma

PHEX 566— Critical Care/MlCU

PHEX 567 — Diabetes Care Management

PHEX 570 — Food and Drug Adminsitration

PHEX 571 — Gastrointestinal Surgery

PHEX 572 — Geriatric Pharmacy Services

PHEX 573— Home Health Care

PHEX 574 — Infectious Disease

PHEX 575— Infectious Disease/HIV

PHEX 576— Oncology

ENTRY-LEVEL DOCTOR OF PHARMACY (PHARM.D.) • 51

PHEX 577 — Oncology/Infectious Disease

PHEX 580— Oncology/TPN

PHEX 581— Oncology/Research

PHEX 582— Pediatrics

PHEX 583— Radiopharmacy

PHEX 584 — Chemical Dependence Treatment

PHEX 585— Chemical Dependence Research

PHEX 586— Veterinary Medicine

PHEX 589 — Special Studies (2-3) — Repeatable up to 12. Omnibus course
permitting development and experimentation with new experiential elec-
tives or additional subspecialty practice area elective rotations.

SCHOOL OF PHARMACY

Academic Information

ACADEMIC SESSIONS

The School of Pharmacy operates on a four semester calendar. The fall term,
four months long, begins immediately after Labor Day and runs to the Christ-
mas recess. A three week Winter minimester in January allows students to
avail themselves of tutorial ser\'ices or elective courses. The spring term, four
months long, begins the last week in January and extends to just before Memo-
rial Day. Full-time students enrolled in Spring do not pay tuition and fees for
the UMAB courses taken during the Winter minimester. Student must pay
additional winter minimester tuition at other UM campuses. Students taking
didactic courses at UMAB or other UM institutions must pay summer session
tuition and fees.

REGISTRATION POLICIES

Cancellation of Registration

Students who register and subsequently decide not to attend the School of
Pharmacy must provide written notice to the Office of Student Affairs before
the first day of class. If this office has not received a request for cancellation
by 4:30 p.m. on the day before classes begin, the university will assume that
students plan to attend and that they accept their financial obligation.

Change in Registration

A special add/drop form used for all changes in registration should be obtained
from the Office of Student Affairs. Students must consult with their academic
advisor and obtain his/her signature on the add/drop form. The completed
form must be returned to the Office o{ Student Affairs. There is no charge for
a change in registration.

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W.m

ACADEMIC INFORMATION

Students may not add a course after the first week of classes or drop a
course after the midpoint oi a particular course without written permission
from the Office of Student Affairs. The grade of "F" is given for courses
dropped after the midpoint in the course.

Late Registration

A late registration fee is charged to students who fail to complete registration
by the specified time for regular registration (usually the day before the first
day of classes).

Withdrawal from the University

Students forced to withdraw from the university before the end of a semester
are eligible for partial refunds depending upon the date of withdrawal. To
ensure such refunds, students must file withdrawal forms in the school's Office
of Student Affairs. Failure to complete these forms will result in failing grades
in all courses and forfeiture of the right to any refund.

GRADING SYSTEM

The School of Pharmacy uses the following grading system:

Grade

A

B

C

D

P

F

I

WD

When, for any reason, a course is repeated, the grade achieved in the repeated
course replaces all previous grades in the same course.

SCHOLASTIC HONORS

Academic excellence is recognized during the fall and spring honor convoca-
tions. During the fall ceremony, academic achievement awards are given to
students in all classes based on performance the preceding year. The leaders
of student organizations are also recognized at this time. The Rho Chi Honor
Society presents its annual book award to the student(s) having the highest
academic marks. The School of Pharmacy Achievement Awards are pre-

set itK)L OF PHARMACY

Interpretation

Point Value

Excellent

4

Good

3

Fair

2

Poor but Passing

1

Pass

0

Failure

0

Incomplete

Mustb

e replaced

bydef

nite grade

within one year

Withdrawal

No grade is assigned

sented to individuals who have brought honor to the school by their career
achievements.

In the spring, the school honors its graduates. Those in the first tenth
of the class graduate with "high honors" and those in the second tenth of the
class with "honors." The faculty presents the achievement awards to members
of the graduating class at the Spring Honors Convocation:

School of Pharmacy Gold Medal for General Excellence is awarded to the
candidates who have attained the highest general average.

Certificates of Honor are given to the three students having the next high-
est general averages. (Only courses taken at the University of Maryland
School of Pharmacy are considered in awarding these two honors.)

Andrew G. DuMez Award. In memory of Dr. Andrew G. DuMez, late dean
and professor of pharmacy, Mrs. Andrew G. DuMez provided a gold medal
which is awarded for superior proficiency in pharmacy.

Epsilon Alumnae Chapter, Lambda Kappa Sigma-Cole Award. This award,
in memory of Dr. B. Olive Cole, former acting dean, is given for proficiency
in pharmacy administration.

Kappa Chapter, Alpha Zeta Omega Fraternity Prize. The Kappa Chapter of
the Maryland Alumni Chapter of the Alpha Zeta Omega (AZO) fraternity
provides a prize which is awarded for proficiency in pharmacology.

Maryland Society of Hospital Pharmacists Award. MSHP honors annually
the student who has been outstanding in the area of hospital pharmacy.

William Simon Memorial Prize. In honor of the late Dr. William Simon, who
was a professor of chemistry in the School of Pharmacy for 30 years, a gold
medal is awarded for superior work in the field of biomedicinal chemistry.

Dr. and Mrs. Frank J. Slama Scholarship Award. Mrs. Lillian Slama, widow
of the late Dr. Frank J. Slama, a former professor of pharmacognosy, has pro-
vided a fund, the income of which provides a plaque to be awarded for supe-
rior work in the field of biopharmacognosy.

Frank J. Slama Award by the School's Alumni Association. In memory and
tribute to the late Dr. Frank J. Slama, class of 1924, a former professor and head
of the department of pharmacognosy, for his loyalty and service of over half a
century to his profession, to the School of Pharmacy and to the Alumni As-
soc iaticMi, the School of Pharmacy Alumni Association provides an annual
award to a member of the graduating class who has excelled in extra-
curricular activities.

ACADEMIC INFCTRMATION • 55

Wagner Pharmaceutical Jurisprudence Prize. In memory of her hushand,
Manuel B. Wagner, and her son, Howard J. Wagner, both alumni of the School
of Pharmacy, the late Mrs. Sadie S. Wagner, together with her daughter, Mrs.
Phyllis Wagner Brill Snyder, provided a fund, the income of which is awarded
for meritorious academic achievement in pharmaceutical jurisprudence.

iff'f f

John F. Wannenwetsch Memorial Prize. In memory ot her late brother. Dr.
John F. Wannenwetsch, a distinguished alumnus of the School of Pharmacy,
Mrs. Mary H. Wannenwetsch provided a fund, the income of which is
awarded to a student who has exhibited exceptional performance and promise
in the practice of community pharmacy.

The Conrad L. Wich Pharmacognosy Prize. In appreciation of the assistance
which the Maryland College of Pharmacy extended to him as a young man,
Mr. Conrad L. Wich provided a fund, the income from which is awarded
annually by the faculty assembly to the student who has done exceptional
work throughout the course in pharmacognosy.

L. S. Williams Practical Pharmacy Prize. The late L. S. Williams left a trust
fund, the incotne of which is awarded to the senior having the highest general
average throughout the course in basic and applied pharmaceutics.

ACADEMIC STATUS POLICIES

Students are responsible for their own academic progress. Conferences about
course work should be arranged with coursemasters as soon as a problem arises.
Each student is assigned an academic advisor, who should be consulted about
program planning and/or academic problems. Each class is assigned a class
advisor who not only helps coordinate the overall activities of the class, but
also functions as an academic counselor on issues affecting the class as a whole.

56 • SCHOOL OF PHARMACY

The academic status of each student is reviewed at the end of each
semester hy the school's student affairs committee. The committee's recom-
mendations and decisions are subject to the approval of the faculty assembly.
To remain in good standing, students must maintain a cumulative grade point
average of 2.0 or higher. Students who fail to maintain this average will be
placed on probation during the next semester. Students with an "F" on their
records will also be placed on probation.

Students who have been on probation for one semester and then obtain
a probationary average for a second semester will have the following options,
if allowed to continue in the program: ( 1 ) to continue in School of Pharmacy
on a reduced load (less than 9 hours), or (2) to continue in school on a full
load (9 hours or more) with the understanding that academic dismissal is
mandatory should their cumulative grade point average still be below 2.0 at
the end of the following semester. Students who fail one or more courses are
eligible for academic dismissal. Students must have a cumulative grade point
average of, at least, 2.0 in all required courses of the first two years in order to
enter into the required program of the third professional year. Students can-
not enter the third year while on probation or with an "F" in a required course.
Students must maintain a cumulative grade average of 2.0 to become eligible
for graduation.

REDUCED ACADEMIC LOAD POLICIES

Students who are on reduced load must complete their outstanding course
work on a two-for-one basis, i.e., a maximum of two semesters to complete the
equivalent of one semester on full load. An average of, at least, 2.0 must be
earned in the courses students take while on reduced load. Failure to maintain
this average in any one semester will result in academic dismissal. Students on
reduced load must take advantage of tutorial assistance, if available. Failure to
take advantage of tutorial assistance will be noted by the student affairs com-
mittee during its deliberation of students appeals. Students cannot enter their
third or fourth professional year on reduced load. Students in the second pro-
fessional year on a reduced load may take third and fourth professional year
electives but may not take third and fourth year required didactic or experi-
ential courses.

ACADEMIC DISMISSAL

Failure to meet the school's academic or professional standards will result in
academic dismissal. To appeal academic dismissal, students must write to the
student affairs committee; students have the right to present their case in per-
son before the committee. The decision on the appeal is forwarded by the
committee to the faculty assembly. If the appeal is denied, students have the
right to appeal directly to the dean. The dean's decision on academic dismissal
is final. The academic dismissal appears on the student's permanent record

AC.-KDEMIC INFORMATION • 57

following the dean's decision. All appeals must he completed hefore the
heginning of the next semester. Students who have been academically dis-
missed once may petition the admissions committee for reinstatement after
they have completed some form of remediation. Students who have been aca-
demically dismissed twice are not eligible for reinstatement.

ACADEMIC INTEGRITY

Students entering the profession of pharmacy are expected to have high stan-
dards of conduct. The school and university have drafted several policy state-
ments (listed in the hack of this catalog) which reflect expected standards of
behavior.

Students engaging in academic dishonesty will be eligible for discipli-
nary action by the school's student grievance and discipline committee. The
following definitions are provided to describe the most common types of aca-
demic dishonesty:

Cheating - using unauthorized notes, study aids or information from
another individual during an examination.

Plagiarism - submitting work that, in part or in whole, is not entirely the
student's own without attributing credit to correct sources.

Fabrication - presenting data that were gathered outside the guidelines
defining the appropriate methods of collecting and generating data.

Falsification ot records - altering documents affecting academic records;
forging signatures; or falsifying any school or university document.

Aiding or abetting dishonesty - providing material or information to
another person with the knowledge that it will be used inappropriately.

PROGRAM COMPLETION AND EMPLOYMENT

Employment opportunities for our B.S. and post-B.S. Pharm.D. graduates
have been excellent, with almost all having jobs as soon as they graduate. Cur-
rently, 92% of our students complete the program within the normal lime.

PHARMACY

Administration and Faculty

UNIVERSITY OF MARYLAND SYSTEM

Board of Regents

Margaret Alton

The Honorable Mary Arabian

Richard O. Berndt

Roger Blunt

The Honorable Benjamin L. Brown

Earle Palmer Brown

Charles W. Cole, Jr.

Frank A. Gunther, Jr.

Ilona M. Hogan

Ann Hull

Henry R. Lord

George V. McGowan

Franklin P. Perdue

Michael F. Seelman

Constance M. Unseld

Robert L. Walker, Ex Officio

Albert N. Whiting, Ph.D.

Administration

Donald N. Langenberg, Ph.D., Chancellor of the University

George L. Marx, Ph.D., Vice Chancellor, Academic Affairs

John K. Martin, Vice Chancellor, Advancement

Donald L. Myers, M.B.A., Vice Chancellor, General Administration

UNIVERSITY OF MARYLAND AT BALTIMORE

Errol L. Reese, D.D.S., President

Cheryl T. Samuels, Ph.D., Acting Vice President, Academic Affairs
James T. Hill, Jr., M.P.A., Vice President, Administrative Services
T. Sue Gladhill, M.S.W., Vice President, Governmental Affairs
Joann A. Boughman, Ph.D., Vice President, Research and Dean,

Graduate School
Marion J. Ball, Ed.D., Vice President, Information Services
Fred Brooke Lee, B.A., Vice President, Institutional Advancement
Morton I. Rapoport, M.D., President and Chief Executive Officer,

University of Maryland Medical System

Richard R. Ranney, D.D.S., M.S., Dean, Dental School
Donald G. Gifford, J.D., Dean, School of Law

ADMINISTRATION AND FACULTY

Donald E. Wilson, M.D., Dean, School ot Medicine
Barbara R. Heller, Ed.D., Dean, School of Nursing
David A. Knapp, Ph.D., Dean, School of Pharmacy
Jesse J. Harris, D.S.W., Dean, School of Social Work

SCHOOL OF PHARMACY

Administration

David A. Knapp, Ph.D., Dean and Professor, Pharmacy Practice and Science
R. Gary HoUenbeck, Ph.D., Associate Dean for Academic Programs and

Associate Professor, Pharmaceutical Sciences
Robert S. Beardsley, Ph.D., Associate Dean for Student Affairs and Admin-
istration and Associate Professor, Pharmacy Practice and Science
Grady Dale, Jr., Ed.D., Director, Student Services
Jacquelyn S. Lucy, M.A., M.Ed., Director, Public Affairs
David M. Carrera, B.S., Director, Annual Programs and Alumni Relations
Edward Thrush, B.S., Director, Computing Services
Mary Joseph Ivins, Administrator, Financial Affairs
Carolyn O. Footman, Executive Administrative Assistant to the Dean

Faculty

Alfred Abramson, R.Ph., B.S.P., Pharmacy Management, University of
Maryland; Pharmacy School Assistant Professor, Pharmacy Practice and
Science; Director, Pharmacy Practice Laboratory

Bruce D. Anderson, Pharm.D., Clinical Toxicology, Philadelphia College of
Pharmacy and Science; Pharmacy School Assistant Professor, Pharmacy
Practice and Science and Assistant Director, Maryland Poison Center

Larry L. Augsburger, R.Ph., Ph.D., Pharmaceutics, University ot Maryland;
Professor, Pharmaceutical Sciences

Robert S. Beardsley, R.Ph., Ph.D., Pharmacy Administration, University of
Minnesota; Associate Professor, Pharmacy Practice and Science and Asso-
ciate Dean for Student Affairs and Administration

Ralph N. Blomster, R.Ph., Ph.D., Pharmacognosy, University of Connecti-
cut; Professor, Pharmaceutical Sciences

Gary G. Buterbaugh, Ph.D., Pharmacology and Toxicology, University ot
lovva; Professor, Pharmaceutical Sciences

Patrick S. Gallery, R.Ph., Ph.D., Pharmaceutical Chemistry, University of
Calift)rnia; Professor, Pharmaceutical Sciences

Judy L. Curtis, Pharm.D., Mental Health, University of Texas; Pharmacy
School Assistant Professor, Pharmacy Practice and Science

Richard N. Dalby, Ph.D., Pharmaceutics and Drug Delivery, University of
Kentucky; Assistant Professor, Pharmaceutical Sciences

Grady Dale, Jr., Ed.D., Psychology, University of Northern Colorado; Phar-
macy School Assistant Professor, Pharmacy Practice and Science; Direc-
tor, Student Services

60 • SCHOOL OF PHARMACY

Russell DiGate, Ph.D., Molecular Biology, University of Rochester; Assis-
tant Professor, Pharmaceutical Sciences

George E. Dukes, Jr., Pharm.D., Clinical Pharmacy, University of Texas at
Austin and University of Texas Health Sciences Center at San Antonio;
Professor and Chairman, Pharmacy Practice and Science Department

Christine U. Eccles, Ph.D., Toxicology, Johns Hopkins University; Asso-
ciate Professor, Pharmaceutical Sciences

Natalie Eddington, Ph.D., Pharmacokinetics, University of Mar\4and; Assis-
tant Professor, Pharmaceutical Sciences

Emmeline Edwards, Ph.D., Neuropharmacology, Fordham University; Asso-
ciate Professor, Pharmaceutical Sciences

Donald O. Fedder, R.Ph., Dr.P.H., Public Health Education, Johns Hopkins
University; Professor, Pharmacy Practice and Science

Rebecca Finley, R.Ph., Pharm.D., Oncology, University of Cincinnati; Phar-
macy School Associate Professor, Pharmacy Practice and Science

Paula A. Funk Orsini, Ph.D., Health Sciences Research, Ohio State Uni-
versity; Assistant Professor, Pharmacy Practice and Science

Joseph Gallina, R.Ph., Pharm.D., Pharmacy Practice Management, Univer-
sity of California; Clinical Associate Professor, Pharmacy Practice and
Science; Director, Pharmacy Services, University of Maryland Medical
System

Mona L. Gold, R.Ph., Pharm.D., Ambulatory Care and Adult Internal Med-
icine, University of Maryland; Pharmacy School Assistant Professor, Phar-
macy Practice and Science

Ronald D. Guiles, Ph.D., Physical Chemistry, University of California at
Berkeley; Assistant Professor, Pharmaceutical Sciences

Erkan Hassan, R.Ph., Pharm.D., Critical Care, University of Maryland;
Pharmacy School Assistant Professor, Pharmacy Practice and Science

Robert J. Mickey, Ph.D., Biochemistry, City University of New York; Assis-
tant Professor, Pharmaceutical Sciences

R. Gary HoUenbeck, Ph.D., Pharmaceutics, Purdue University; Associate
Professor, Pharmaceutical Sciences and Associate Dean for Academic
Programs

Christine M. Kearns, Pharm.D., Pharmacokinetics and Pharmacodynamics,
University ot North Carolina at Chapel Hill; Pharmacy School Assistant
Professor, Pharmacy Practice and Science

Robert A. Kerr, R.Ph., Pharm.D., Ambulatory Pharmacotherapy and
Instructional Systems Design, University of California; Associate Profes-
sor, Pharmacy Practice and Science

Kwang Chul Kim, Ph.D., Cell Biology, Ohio State University; Associate Pro-
fessor, Pharmaceutical Sciences

William J. Kinnard, Jr., R.Ph., Ph.D., Pharmacology, Purdue University;
Professor, Pharmacv Practice and Science

ADMINISTRATION AND FACULTY

Wendy Klein-Schwartz, Pharm.D., Clinical Toxicology, University of Mary-
land; Associate Professor, Pharmacy Practice and Science; Director, Mary-
land Poison Center

David A. Knapp, R.Ph., Ph.D., Pharmacy Admmistration, Purdue Univer-
sity; Dean and Professor, Pharmacy Practice and Science; Director, Cen-
ter for Drugs and Public Policy

Joan S. Korek, Pharm.D., Mental Health, University of Texas at Austin and
University of Texas Health Sciences Center at San Antonio; Pharmacy
School Assistant Professor, Pharmacy Practice and Science

Cynthia L. LaCivita, Pharm.D., Oncology, University of Maryland, Phar-
macy School Assistant Professor, Pharmacy Practice and Science

Peter P. Lamy, R.Ph., Ph.D., Sc.D. (Hon.), Biopharmaceutics, Philadelphia
College of Pharmacy and Science; Parke-Davis Professor of Geriatric Phar-
macotherapy, Pharmacy Practice and Science; Director, Center for the
Study of Pharmacy and Therapeutics for the Elderly

James Leslie, Ph.D., Chemistry, Queen's University, Belfast, N. Ireland;
Associate Professor, Pharmaceutical Sciences

Raymond C. Love, R.Ph., Pharm.D., Mental Health, University of Maryland;
Pharmacy School Assistant Professor and Vice-Chair, Pharmacy Practice
and Science; Director, Mental Health Program

Alexander D. MacKerell, Jr., Ph.D., Biochemistry and Computational
Chemistry, Rutgers University; Assistant Professor, Pharmaceutical
Sciences

David A. Mays, Pharm.D., Drug Information Services, Mercer University;
Pharmacy School Assistant Professor, Pharmacy Practice and Science

Mary Lynn McPherson, Pharm.D., B.C.P.S., Ambulatory Care and Geri-
atrics, University of Maryland; Pharmacy School Assistant Professor,
Pharmacy Practice and Science

Robert J. Michocki, R.Ph., Pharm.D., Family Medicine, University of Mary-
land; Pharmacy School Professor, Pharmacy Practice and Science

David B. Moore, R.Ph., M.P.A., Health Care Management, Cornell Uni-
versity; Pharmacy School Assistant Professor, Pharmacy Practice and Sci-
ence

J. Edward Moreton, R.Ph., Ph.D., Pharmacology, University of Mississippi;
Professor, Pharmaceutical Sciences

Becky A. Nagle, R.Ph., Pharm.D., Clinical Pharmacy, University of Ken-
tucky; Pharmacy School Assistant Prt)fessor, Pharmacy Practice and Sci-
ence

Marvin L. Oed, R.Ph., B.S.P., Pharmacy Practice, University of Maryland;
Pharmacy School Assistant Professor, Pharmacy Practice and Science;
Director, Professional Experience Program

Francis B. Palumbo, R.Ph., Ph.D., Health C^are Administration, University
of Mississippi; J.D., University o{ Baltimore Law Onter; Professor, Phar-
macy Practice and Science

Karen Plaisance, R.Ph., Pharm.D., Pharmacokinetics and Infectious Dis-
eases, State University of New York at Buffalo; Associate Professor, Phar-
macy Practice and Science

James E. Polli, Ph.D., Pharmaceutics, University of Michigan; Assistant Pro-
fessor, Pharmaceutical Sciences

Sovitj Pou, Ph.D., Organic Chemistry, University of Oregon; Research Assis-
tant Professor, Pharmaceutical Sciences

Babette Prince, Pharm.D., Drug Information Services, Duquesne University;
Pharmacy School Assistant Professor, Pharmacy Practice and Science

Kevin Reynolds, Ph.D., Bioorganic Chemistry, University of Southampton,
Assistant Professor, Pharmaceutical Sciences

William G. Reiss, Pharm.D., Pharmacokinetics, State University of New
York at Buffalo; Assistant Professor, Pharmacy Practice and Science

Megaly Rodriguez de Bittner, R.Ph., Pharm.D., Ambulatory Care, Univer-
sity of Mar^'land; Pharmacy School Assistant Professor, Pharmacy Practice
and Science

David S. Roffman, R.Ph., Pharm.D., Cardiovascular Therapeutics, Univer-
sity of Maryland; Associate Professor and Vice Chair, Pharmacy Practice
and Science

Gail Rosen, Pharm.D., BCNSP, Nutrition Support, University of Maryland;
Clinical Assistant Professor, Pharmacy Practice and Science

Karl-Heinz A. Rosier, R.Ph., Ph.D., Pharmaceutical Sciences, University of
Munich, Germany; Associate Professor, Pharmaceutical Sciences

Ralph F. Shangraw, R.Ph., Ph.D., Pharmaceutics, University of Michigan;
Professor, Pharmaceutical Sciences

Marilyn K. Speedie, R.Ph., Ph.D., Microbial Biochemistry, Purdue Univer-
sity; Professor and Chairman, Pharmaceutical Sciences

Stuart M. Speedie, Ph.D., Pharmaco-informatics, Purdue University; Profes-
sor, Pharmacy Practice and Science

Anthony C. Tommasello, R.Ph., M.S., Substance Abuse and Chemical
Dependence, University of Maryland; Pharmacy School Associate Profes-
sor, Pharmacy Practice and Science; Director, Office of Substance Abuse
Studies

Myron Weiner, R.Ph., Ph.D., Pharmacology and Toxicology, University of
Mar\-land; Associate Professor, Pharmaceutical Sciences

Jeremy Wright, R.Ph., Ph.D., Biomedicinal Chemistry, University of Lon-
don; Associate Professor, Pharmaceutical Sciences

David Young, R.Ph., Pharm.D., Ph.D., Pharmacokinetics and Applied Math-
ematical Modelling, University of Southern California; Assistant Profes-
sor, Pharmaceutical Sciences and Pharmacy Practice and Science

Julie A. Zito, Ph.D., Social and Behavorial Pharmacy, University of Min-
nesota; Associate Professor, Pharmacy Practice and Science

Ilene H. Zuckerman, R.Ph., Pharm.D., Geriatrics and Ambulatory Care,
University of Maryland; Pharmacy School Associate Professor, Pharmacy
Practice and Science

ADMINISTRATION AND FACULTY • 63

Adjunct Faculty

Kenneth G. Bassler, Ph.D., Assistant Professor, Pharmaceutical Sciences

Yale H. Caplan, Ph.D., Profes.sor, Pharmaceutical Sciences

C. Jelleff Carr, Ph.D., Professor, Pharmaceutical Sciences

Keith K. H. Chan, Ph.D., Professor, Pharmaceutical Sciences

Harold E. Chappelear, B. S. P., Senior Advisor to the Dean and Professor,

Pharmacy Practice and Science
Mark Chasin, Ph.D., Assistant Professor, Pharmaceutical Sciences
Ho Chung, Ph.D., Professor, Pharmaceutical Sciences
Lee T. Grady, Ph.D., Assistant Professor, Pharmaceutical Sciences
Victoria Hale, Ph.D., Assistant Professor, Pharmaceutical Sciences
Edward M. Jackson, Ph.D., Associate Professor, Pharmaceutical Sciences
Joseph Jackson, Ph.D., Assistant Professor, Pharmacy Practice and Science
James W. King, Ph.D., Associate Professor, Pharmaceutical Sciences
Deanne E. Knapp, Ph.D., Professor, Pharmacy Practice and Science
Harvey J. Kupferberg, Ph.D., Professor, Pharmaceutical Sciences
Don Kyle, Ph.D., Assistant Professor, Pharmaceutical Sciences
John W. Levchuk, Ph.D., Associate Professor, Pharmaceutical Sciences
Karen L. Marquis, Ph.D., Assistant Professor, Pharmaceutical Sciences
Keith Marshall, Ph.D., Associate Professor, Pharmaceutical Sciences
Dev K. Mehra, Ph.D., Assistant Professor, Pharmaceutical Sciences
David G. Pope, Ph.D., Associate Professor, Pharmaceutical Sciences
Stuart C. Porter, Ph.D., Assistant Professor, Pharmaceutical Sciences
George Provanzano, Ph.D., Professor, Pharmacy Practice and Science
Robert Reid, M.D., Associate Professor, Pharmaceutical Sciences
Michael G. Simic, Ph.D., Professor, Pharmaceutical Sciences
Byoung J. Song, Ph.D., Assistant Professor, Pharmaceutical Sciences
Frank C. Tortello, Ph.D., Associate Professor, Pharmaceutical Sciences
Katherine R. Zoon, Ph.D., Professor, Pharmaceutical Sciences

Clinical Associate Professors

Patrick Birmingham, B.S.P., St. Joseph's Hospital

Steve Cohen, B.S.Pharm., M.S., Howard County General Hospital

Thomas Sisca, Pharm.D., Easton Memorial Hospital

Clinical Assistant Professors

Tracy Aber, Pharm.D., University of Maryland Medical System

Charles Ballow, Pharm.D., Millard Fillmore Hospital

Julie Baltz, Pharm.D., National Cancer Institute

Marybeth Barry, B.S.Pharm., Northern Pharmacy

Christopher J. Bero, Pharm.D., The Milton S. Hershey Medical Center

Barbara Berquist, B.S.Pharm., University of Maryland Medical System

Colette Boyle, Pharm.D., Veterans Affairs Medical Center - Ft. Howard

James Caldwell, Pharm.D., Anne Arundel General Hospital

Karim Calis, Pharm.D., National Institutes of Health Clinical Center

64 • SCHOOL Ol- rilARMACY

Kevin Callahan, Pharm.D., Easton Memorial Hospital

Thomas Cantu, Pharm.D., Johns Hopkins Hospital

Jerry John Castellano, Pharm.D., The Medical Center of Delaware

Igor Cerny, Pharm.D., Food and Drug Administration Division of Drug

Marketing, Advertising and Communications
Mark Chamberlain, B.S.P., Walter Reed Army Medical Center
Wen-Kuang Chen, B.S.P., Group Health Association
John Conrad, B.S.P., Belair Apothecary
Deborah Cooper, Pharm.D., Pharmacy Consultant

Linda M. Cortese, B.S.Pharm., M.Sc, Walter Reed Army Medical Center
Donna M. Cronin, Pharm.D., The Milton S. Hershey Medical Center
James Culp, B.S.P., Howard & Morris Pharmacy
Sarah Donegan, Pharm.D., Frederick Memorial Hospital
George Dydek, Pharm.D., Walter Reed Army Medical Center
Michael S. Edwards, Pharm.D., Walter Reed Army Medical Center
Fran Favin, Pharm.D., Good Samaritan Hospital
Robert Feroli, Pharm.D., Johns Hopkins Hospital
Monte B. Festog, Pharm.D., Washington County Hospital Association
Madlyn Finger, B.S.P., Walter Reed Army Medical Center
Laurie Fromm, Pharm.D., University of Maryland Medical System
Gary Frost, Pharm.D., Johns Hopkins Hospital
Cindy Gendron, Pharm.D., Suburban Hospital
Donald C. Goble, Pharm.D., Walter Reed Army Medical Center
Bruce Gordon, Pharm.D., Northwest Hospital Center
David Green, Pharm.D., Walter Reed Army Medical Center
Laurence Green, Pharm.D., National Institutes of Health Clinical Center
Robert Gregory, Pharm.D., Group Health Association
Deborah L. Greiner, Pharm.D., Kaiser Permanente, Mid-Atlantic Region
Franklin GroUman, B.S.Pharm., National Naval Medical Center
Michael Gum, Pharm.D., Dorchester General Hospital
Karl Gumpper, Pharm.D., University of Maryland Medical System
Cynthia J. Halas, Pharm.D., The Milton S. Hershey Medical Center
Andrea Hershey, Pharm.D., VA Medical Center - Baltimore
William Hill, B.S.P., Hill's Drug Store

Jeff Hout, Pharm.D., Pharmacy Consultant/Rombro Health Services
Van Doren Hsu, Pharm.D., University of Maryland Medical System
RoUey E. Johnson, Pharm.D., Francis Scott Key Medical Center
John Jordan, M.S., VA Medical Center - Baltimore
Edmund Kasaitis, Pharm.D., North Arundel Hospital
Dee Knapp, Ph.D., Food and Drug Administration
Kathrin Kucharski, Pharm.D., Good Samaritan Hospital
Vincent LaCroce, Pharm.D., The Milton S. Hershey Medical Center
Raymond T. Lake, M.S., Health Infusion
Carlton Lee, Pharm.D., Johns Hopkins Hospital
Laura Lees, Pharm.D., Johns Hopkins Hospital

ADMINISTRATION AND FACULTY • 6

Nicholas Lykos, B.S.P., Lykos Pharmacy

Alonzo Mable, B.S.P., Group Health Association

Claudia Manzo, Pharm.D., Walter Reed Army Medical Center

Brian P. Martin, M.Sc, Team Care, Inc

Robert Martin, Jr., B.S.P., Potomac Valley Pharmacy

Murray Mease, Pharm.D., Team Care, Inc.

Nasir Mian, Pharm.D., Greater Southeast Community Hospital

Rita Mitsch, Pharm.D., Franklin Square Hospital

John Ominski, B.S.P., Walter Reed Army Medical Center

Eleanor O'Rangers, Pharm.D., VA Medical Center - Baltimore

Michele Overtoom, Pharm.D., Pharmacy Consultant/Neighborcare

Pharmacy
Richard Parker, B.S.P., Giant Pharmacy
Margaret Peoples, Pharm.D., Kaiser Permanente
Marilyn Pitts, Pharm.D., Greater Southeast Community Hospital
Gregory Pochan, Pharm.D., Franklin Square Hospital
John Ricci, B.S.P., Technicare, Inc.

Gail Rosen, Pharm.D., University of Maryland Medical System
Carol Baker Rudo, Pharm.D., Veterans Affairs Medical Center-Baltimor
James Joseph Rybacki, Pharm.D., Dorchester General Hospital
Kevin Schnupp, Pharm.D., Liberty Medical Center
Jay Sherr, Pharm.D., Springfield Hospital
Matthew Shimoda, Pharm.D., P & R Corp. Ingleside Pharmacy
Lynn Shumake, M.S., University of Maryland Medical System
Debbie Simon, Pharm.D., Union Memorial Hospital
Dominic Solimando, B.S.P., M.A., Walter Reed Army Medical Center
Elinore Suk Chung, Pharm.D., University of Maryland Medical System
Cassandra Tancil, Pharm.D., Greater Baltimore Medical Center
Christopher Thomas, Pharm.D., Francis Scott Key Medical Center
Michele D. Foster Thomas, Pharm.D., Union Memorial Hospital
Richard Tsao, Pharm.D., Harbor Hospital

Olga Tsidonis, Pharm.D., The Milton S. Hershey Medical Center
Sara Turk, Pharm.D., University of Maryland Medical System
Beth Vanderheyden, Pharm.D., University ot Maryland Medical System
Uene Verovsky, Pharm.D., Levendale Hebrew Geriatric Center
Paul Vitale, Pharm.D., Anne Arundel General Hospital
Jo Wallin, Pharm.D., Sinai Hospital
Sonya Ware, Pharm.D., Shady Grove Adventist Hospital
Pamela Waring, B.S.P., Group Health Association
D. Raymond Weber, Pharm.D., Easton Memorial 1 lospital
Nina Weidle, Pharm.D., Good Samaritan Hospital
Paul Weidle, Pharm.D., University of Maryland Medical System
Phillip Weiner, B.S.P., Weiner's Pharmacy
Lawrence Westfall, Pharm.D., HealthCare Decisions
Anne M. Wiland, Pharm.D., University of Maryland Medical System

Jacquelyn Gardner Wilson, Pharm.D., Great Oaks Center
Eileen Wu, Pharm.D., Montgomery General Hospital
Beverly Yachmetz, Pharm.D., Health Connections, Inc.

Clinical Instructors

Stephen J. Adamczyk, B.S.P., Giant Pharmacy =11 69

Kenneth Aiello, B.S.P., Peoples Drug Store

Calvin Alt, B.S.P., Health Care Professionals

Marsha Alvarez, B.S.P., Food and Drug Administration

Paul Antoszewski, B.S.P., Halethorpe Pharmacy

Michael Appel, B.S.P., Howard and Morris

John Bailey, B.S.P, REVCO*1225

Edwin Balcerzak, B.S.P., VA Medical Center - Outpatient Clinic

John Balch, B.S.P., Bedford Road Pharmacy

Kathleen Ballman, B.S.P., M.S, Anne Arundel Medical Center

Jay Barbaccia, Pharm.D., Washington Hospital Center

Lee Barker, B.S.P., M.B.A., Safeway Pharmacy

John Batdorf, B.S.P., Medical Arts Pharmacy

Richard Baylis, B.S.P., Maryland Pharmacists Association

Gerald Beachy, B.S.P., Beachy's Pharmacy

Jeffrey Beck, B.S.P., Thrift Drug

John Beckman, B.S.P., Beckman's Greene Street Pharmacy

Brian Berryhill, B.S.P., Giant Pharmacy

Stephen Bierer, B.S.P., Giant Pharmacy =1200

Frank Blatt, B.S.P., Giant Pharmacy *1040

Barry Bloom, B.S.P., Giant Pharmacy

Thomas Bolt, B.S.P., The Medicine Shoppe

Gene Borowski, B.S.P., Village Pharmacists

Pamela Bozek, Pharm.D., University of Maryland Medical System

Lynette Bradley, B.S.P., CVS/Peoples Drug Store =1795

Thomas Brenner, B.S.P., York Hospital

Steven Buckner, B.S.P., Magiros Pharmacy

Patrick Burke, B.S.P., Chestnut AID Pharmacy

Kelly Keelan Caccamisi, B.S.P., K-Mart Pharmacy =3711

Douglas Campbell, B.S.P., The Medicine Shoppe

Robert H. Campbell, B.S.P., Madison Park Pharmacy

Majorie Carl, LCSW, Baltimore County Department of Health

Leon Catlett, B.S.P., Eakles Drug Store

David R. Chason, B.S.P., Good Samaritan Hospital

Fred Chatelain, B.S.P., M.S., Alexandria Hospital

Fred Choy, M.S., R.Ph., Critical Care America

Thomas Chuen, M.S., Greater Southeast Community Hospital

Gerald L Cohen, B.S.P., Rite Aid Pharmacy

David Cowden, B.S.P., CVS/Peoples Drug Store =1435

James Crable, B.S.P., The Finan Center

ADMINISTRATION AND FACULTY

Terry Crovo, B.S.P., Medical Center of Dundalk
Wayne Crowley, B.S.P., M.B.A., Giant Pharmacy
Hedy Cylus, B.S.P., Fenwick Apothecary

Larry Davis, B.S.P., University of Virginia Health Sciences Center
Traci Davis, R.Ph. , CVS/Peoples Drug
Morrell Delcher, B.S.P., Maryland General Hospital
Dolores Dixon, B.S.P., University of Maryland Cancer Center
Joseph Dorsch, Jr., B.S.P., Voshell's Pharmacy

Thomas Dowling, Pharm.D., University of Maryland Medical System
Patricia Draper, B.S.P., Edward's Pharmacy
Janice Dunsavage, B.S.P., Sinai Hospital
Augustine R. Durso, B.S.Pharm., Curaflex, Inc.
Thomas Evans, B.S.P., Fallston Hospital
Kenneth Ey, B.S.P., Johns Hopkins Outpatient Center
Darlene Fahrman, B.S.P., Rite Aid #3758
Neil Feldman, B.S.P., New Windsor Pharmacy
Sally Felton, B.S.Pharm., Pharmacy Consultant
Glenn Feroli, B.S.P., Carroll County General Hospital
Jerome Fine, M.S., Hallmark Healthcare
Harry Finke, B.S.P., Hunt Valley Pharmacy
Barry Flannelly, B.S.P., Johns Hopkins Hospital
Anthea Francis, B.S.P., Johns Hopkins Hospital
Jeffrey P. Franklin, B.S.P., VA Medical Center (Ft. Howard)
Louis Friedman, B.S.P., Marcus Pharmacy

Joseph Gallelli, Ph.D., National Institutes of Health Clinical Center
Martin Garza, B.S.Pharm., Walter Reed Army Medical Center
David Gerrold, B.S.P., Giant Pharmacy

Nancy Gilbert-Taylor, B.S.P., Fuller Medical Center Pharmacy
Harvey Goldberg, B.S.P., Freedom Drug
Leonard Goldberg, B.S.P., Dofield Pharmacy
Millard Gomez, B.S.P., Holy Cross Hospital
Thomas Goolsby, B.S.P., REVCO #1075
Charles Graefe, B.S.P., Giant Pharmacy
Robert Grossman, B.S.P., Giant Pharmacy #1054
Douglas Haggerty, B.S.P., The Medicine Shoppe
John Hale, B.S.P., Rite Aid Pharmacy #2585

Mayer Handelman, B.S.P., Woodhaven Pharmacy and Medical Equipment
Jon (Wes) Hann, B.S.P., REVCO
Harold Harrison, B.S.P., Frostburg Hospital
Roger Heer, B.S.P., Valley Pharmacy-
Frank Henderson, B.S.P., Klein's of Bel Air
Jerry Herpel, B.S.P., Deep Creek Pharmacy
J. Todd Holland, B.S.P., Booneshoro Pharmacy
Raymond Hollis, B.S.P., Shady Grove Adventist Hospital
Stephen Hospodavis, B.S.P., Steve's Pharmacy

68 • SCHOOL OF- rH.-XRM.-XCY

M. Neal Jacobs, B.S.P., Belair Professional Pharmacy

Thomas Johnson, Jr., B.S.P., Giant Pharmacy -1175

Carolyn Johnson, B.S.P., Warm Spring Clinic (USPHS)

George Jones, B.S.P., Malcolm Grow Medical Center

Ray Juta, B.S.P., Rite Aid Pharmacy

John Kamberger, B.S.P., Harford Memorial Hospital

Albert Katz, B.S.P., Arundel Pharmacy

Larry D. Kelley, B.S.P., Nationwide Pharmacy Center

Jerold Kempler, B.S.P., Mail Order Pharmacy

James Kenny, B.S.P., Virgina/Marv'land Regional Vetemar\- College

Daniel Keravich, M.S., National Institutes of Health

Edward Kern, B.S.P., Giant Pharmacy

Crystal King, B.S.P., MGH Pharmacy

Larissa Kitenko, B.Sc, Peninsula Regional Medical Center

Dale Klemm, B.S.P., Drug Emporium

David Knauer, B.S.P., Francis Scott Key Medical Center

Jay Krosnick, B.S.P., ASCO Healthcare, Inc.

John Kudrick, B.S.P., Family Pharmacy

Scott Kuperman, B.S.P., Grain Towers Pharmacy

Earl Labatt, M.A., VA Medical Center - Washington, DC

Steve Lauer, B.S.P., Giant Pharmacy

Louise Leach, B.S.P., Northwest Hospital Center

James Leedy, B.S.P., Family & Community Health Apothecar\'

Capt. Melvin Lessing, B.S.P., Food and Drug Administration Office of OTC

Evaluation
John Levchuk, B.S.P., Office of Compliance
Mark Levi, B.S.P., Medical Arts Pharmacy
Bonnie Levin, Pharm.D., Greater Laurel-Beltsville Hospital
Janice Liao, Pharm.D., University- of Mar>-land Medical System
Joseph Libercci, B.S.P., Park Avenue Pharmacy
Glenn Lichtman, B.S.P., Holabird Pharmacy
David Liebman, B.S.P., D.P.A., Kayes AID Pharmacy
Michelle Lippert, B.S.P., TTie Pharmacy at Fairmount Hill
Heidi Louie, Pharm.D., Univ^ersiry of Maryland Medical System
Jacquelyn S. Lucy, M.A., M.Ed., UMAB School of Pharmacy
Heidi Lucking, B.S.P., Garrett County Memorial Hospital
Marie Mackowick, B.S.P., Crownsville Hispital Center
James Mallonee, B.S.P., Mercy Medical Center
Tamara Marek, Pharm.D., University of Maryland Medical System
Susan Mayhew, Pharm.D., University of Mar^'land Medical System
John McArthur, B.S.P., Alaska Area Native Health Ser\'ice
Stephanie McDaniel, B.S.P., Peoples Drug Store =1500
Bernard McDougall, B.S.P., McDougall's Pharmacy
Linda McFadyen, B.S.P., Bon Secours Hospital

ADMINISTR.MION AND FACULTY

William Ment, Ph.D., ¥ood and Drug Administration, Baltimore

(Lab Research)
Jack Mentzer, B.S.P., Church Hospital Corporation
Penny Miles, B.S.P., CVS/Peoples Drug Store *1458
David Miller, B.S.P., Maryland Pharmacists Association
Harvey Miller, B.S.P., Rite Aid Pharmacy #352
Terry Minton, Maj., B.S.P., Walter Reed Army Medical Center
Martin Mintz, B.S.P., Northern Pharmacy & Medical Equipment
Kimherly Moore, B.S.P., Paradise Pharmacy
Jeffrey Moyer, B.S.P., The Chambershurg Hospital
Timothy Muth, B.S.P., Syncor Medical Services Group
Louis Myers, B.S.P., Harbor Hospital Center
Linda Nadal-Hermida, B.S.P., Drug Emporium
Leon Nelson, B.S.P., Rite Aid Pharmacy
John R. Newcomb, B.S.P., Nationwide Pharmacy
Joseph Nusbaum, B.S.P., Ambulatory Care Pharmacy
Michael J. Orsini, B.S.P., University of Maryland Medical System
Helen Osborn, B.S.P., Montgomery General Hospital
Richard Ottmar, M.S., Sacred Heart Hospital
Joseph Pariser, B.S.P., Giant Pharmacy
Daniel Pastorek, B.S.P., Kay Cee Drugs
David Patterson, B.S.P., Memorial Hospital
Robert Patti, B.S.P., Hanover General Hospital
Martin Paul, B.S.P., Jacksonville Pharmacy
Carol Paulick, B.S.P., St. Agnes Hospital
James Pellenbarg, B.S.P., Drug Counter

Beulah Perdue, Pharm.D., University of Maryland Medical System
David Perrott, B.S.P., Mount Washington Pediatric Hospital
Mark Pilachowski, B.S.P., Rite Aid Pharmacy
Bonnie Pitt, B.S.P., Frederick Memorial Hospital
Paul Polansky, B.S.P., Giant Pharmacy

Howard Pollack, B.S.P., Eastpoint Medical ("enter Pharmacy
Douglas M. Pryor, M.B.A., Franklin Square Hospital
Jacob Raitt, B.S.P., Weiner's Pharmacy
Patricia Richards, B.S.P., Group Health Association
Laura Rickles, Pharm.D., University of Maryland Medical System
Arthur Riley, M.S., Washington Heights Medical Center Pharmacy
Michael D. Roberts, B.S.P., National Rehabilitation Hospital
Michael Roberts, B.S.P., Annapolis Professional Pharmacy
Jeffrey Rodkey, B.S.P., Rite Aid Pharmacy *335
Leon Rosen, B.S.P., Kaufmann's of Kenilworth
Dennis Rosenbloom, B.S.P., Schmitts Rexall Drugs
Richard Rumrill, M.S., Howard County C^eneral I lospiral Pharmacy
David Russo, B.S.P., Medicine Shoppe
Ellen Safir, Pharm.D., University of Maryland Medical System

70 • Sl'lUHM- Ol- PHARMACY

Brian Sanderoff, B.S.P., Sappe's Pharmacy

Ronald Sanford, B.S.P., Vitalink Pharmacy Services

Daniel Satisky, B.S.P., MacGillivray's Pharmacy

Angelica Schneider, B.S.P., NeighborCare Pharmacy

Kenneth Schneider, B.S.P., Safeway

Joseph Schuman, B.S.P., Mar>'land Rehabilation Center

Donald A Schumer, B.S.P., Pen-Dol Pharmacy

Gregory Shaeffer, B.S.P., Milton S. Hershey Medical Center

Brent Sharf, B.S.P., Bon Secours Hospital

Winette Sherard, B.S.P., Walter P. Carter Center

Bertram Shevitz, B.S.P., Rite Aid Pharmacy

Ronald Showacre, B.S.P., Southgate Professional Pharmacy

Robert Sinker, B.S.P., Potomac Village Pharmacy

Dennis Smith, B.S.P., Greater Baltimore Medical Center

John C. Smith, B.S.P., Giant Pharmacy

Robert Snively, B.S.Pharm., Stockley Center

Jennifer Snyder-Rowan, B.S.P., Thrift Drug

Gary Sobotka, Pharm BS, Peoples Drug Store

Joseph Sokol, Jr., B.S.P., Twin Knolls Pharmacy

Raymond Spassil, M.S., Memorial Hospital Pharmacy

Maria Surgent, B.S.P., Calvert Arundel Pharmacy

William Tabak, B.S.P., Rite Aid Pharmacy

Peter Tam, B.S.P., Calvert Memorial Hospital

Richard Tarr, B.S.P., Giant Pharmacy #1074

Lawrence Taylor, B.S.P., REVCO #2707

J. Bradley Thomas, B.S.P., The Medicine Shoppe

Jodie Thomas, B.S.P., The Medicine Shoppe

Nancy Thomas, B.S.P., Sibley Memorial Hospital

Vito Tinelli, Jr., B.S.P., Chestertown Pharmacy

Kathleen Truelove, B.S.P., The Johns Hopkins Hospital

John VanWie, B.S.P., Safeway Pharmacy

Rebecca A. Viola, B.S.P., Walter Reed Army Medical Center

Dorothy Wade, B.S.P., National Pharmaceutical Council

Ken Walters, B.S.P., Sheppard Pratt Hospital

Richard Wankel, B.S.P., Howard and Morris

Nina Watson, B.S.P., Kimborough Community Army Hospital

Donald Way, B.S.P., North Arundel General Hospital

C. Edwin Webb, Pharm. D., M.P.H. American Association of Colleges of

Pharmacy
Joann N. Wehnert, B.S.P., Nanticoke Memorial Hospital
Michael Weinstein, B.S.P., The Apothecary
Debra S. Weintraub, Pharm. D., Suburban Hospital
Lewis E. Williams, B.S.P., York Hospital
Thomas Williams, B.S.Pharm., Medical Center of Dundalk
Thomas Wilson, B.S.P., Cape Drug

ADMINISTRATION AND FACULTY • 71

Deborah Winkel, M.A., Barre-National, Inc.

Jane Wuenstel, B.S.P., Washington Adventist Hospital

Ellen Yankellow, B.S.P., Romhro Health Services

Martin Yankellow, B.S.P., Rite Aid Pharmacy

Irvin Yospa, B.S.P., Family Pharmacy of Hampstead

Jonas J. Yousem, B.S.P., Wilde Lake Pharmacy

Faramarz Zarfeshanfard, B.S.P., Johns Hopkins Hospital

SCHOOL OF PHARMACY

Policy Statements

FACULTY, STL'DENT AND INSTITUTIONAL RIGHTS AND
RESPONSIBILITIES FOR ACADEMIC INTEGRITY'

Preamble

The academic enterprise is characterized by reasoned discussion between stu-
dent and teacher, a mutual respect for the learning and teaching process, and
intellectual honest>- in the pursuit of new knowledge. By tradition, students
and teachers have certain rights and responsibilities which they bring to the
academic community-. While the following statements do not imply a con-
tract ber^veen the teacher or the institution and the student, they are never-
theless conventions which should be central to the learning and teaching
process.

I. Faculty Rights aiid Responsihilities

A. Faculty- members shall share with students and administrators the respon-
sibility for academic integrit\".

B. Faculty- members shall enjoy freedom in the classroom to discuss subject
matter reasonably related to the course. In turn, they have the responsi-
bilit>- to encourage free and honest inquiry- and expression on the part of
students.

C. Faculty members, consistent with the principles of academic freedom,
have the responsibility- to present courses that are consistent with their
descriptions in the catalog of the institution. In addition, faculty' mem-
bers have the obligation to make students aware of the expectations in
the course, the evaluation procedures and the grading policy.

D. Faculty members are obligated to evaluate students fairly, equitably and
in a manner appropriate to the course and its objectives. Grades must be
assigned without prejudice or bias.

E. Faculty- members shall make all reasonable efforts to prevent the occur-
rence of academic dishonesty- through appropriate design and adminis-
tration of assignments and examinations, careful safeguarding of course
materials and examinations, and regular reassessment of evaluation pro-
cedures.

F. When instances of academic dishonesty are suspected, faculty- members
shall have the responsibilit\- to see that appropriate action is taken in
accordance with institutional regulations.

II. Student Rights and Responsihilities

A. Students share with faculty members and administrators the responsibil-
ity for academic integrity.

B. Students have the right of free and honest inquiry and expression in their
courses. In addition, students have the right to know the requirements

POLICY ST.ATEMENTS • 73

of their courses and to know the manner in which they will he evaluated
and graded.

C. Students have the obligation to complete the requirements of their
courses in the time and manner prescribed and to submit to evaluation of
their work.

D. Students have the right to be evaluated fairly, equitably, and in a timely
manner appropriate to the course and its objectives.

E. Students shall not submit as their own work any work which has been pre-
pared by others. Outside assistance in the preparation of this work, such
as librarian assistance, tutorial assistance, typing assistance or such spe-
cial assistance as may be specified or approved by the appropriate faculty
members, is allowed.

F. Students shall make all reasonable efforts to prevent the occurrence of
academic dishonesty. They shall by their own example encourage acad-
emic integrity and shall themselves refrain from acts of cheating and pla-
giarism or other acts of academic dishonesty.

G. When instances of academic dishonesty are suspected, students shall
have the right and responsibility to bring this to the attention of the fac-
ulty or other appropriate authority.

III. Institutional Responsibility

A. Constituent institutions of the University of Maryland System shall take
appropriate measures to foster academic integrity in the classroom.

B. Each institution shall take steps to define acts of academic dishonesty, to
ensure procedures for due process for students accused or suspected of acts
of academic dishonesty, and to impose appropriate sanctions on students
found to be guilty of acts of academic dishonesty.

C. Students expelled or suspended for reasons of academic dishonesty by any
institution in the University of Maryland System shall not be admissible
to any other System institution if expelled, or during any period of sus-
pension.

Approved, November 30, 1989 by the Board of Regents.

CONFIDENTIALITY AND DISCLOSURE OF STUDENT RECORDS

It is the policy of the University of Maryland at Baltimore to adhere to the
Family Educational Rights and Privacy Act (Buckley Amendment). As such,
it is the policy of the university ( 1 ) to permit students to inspect their educa-
tion records, (2) to limit disclosure to others of personally identifiable infor-
mation from education records without students' prior written consent and
(3) to provide students the opportunity to seek correction of their education
records where appropriate. Each school shall develop policies to ensure that
this policy is implemented.

SCHOOL OI

SCHEDULING OF ACADEMIC ASSIGNMENTS ON DATES OF
RELIGIOUS OBSERVANCE

It is the policy of the University of Maryland at Baltimore to excuse the
absence(s) of students that result from the observance of religious holidays.
Students shall be given the opportunity, whenever feasible, to make up,
within a reasonable time, any academic assignments that are missed due to
individual participation in religious observances. Opportunities to make up
missed academic assignments shall be timely and shall not interfere with the
regular academic assignments of the student. Each school/academic unit shall
adopt procedures to ensure implementation of this policy.

ELIGIBILITY TO REGISTER AT UMAB

A student may register at UMAB when the following conditions are met:
(1) the student is accepted to UMAB, (2) the student has received approval
from the unit academic administrator and (3) the student has demonstrated
academic and financial eligibility.

REVIEW OF ALLEGED ARBITRARY AND CAPRICIOUS GRADING

It is the policy of the University of Maryland at Baltimore that students be
provided a mechanism to review course grades that are alleged to be arbitrary
or capricious. Each school/academic unit shall develop guidelines and proce-
dures to provide a means for a student to seek review of course grades. These
guidelines and procedures shall be published regularly in the appropriate
media so that all faculty and students are informed about this policy.

THE UNIVERSITY OF MARYLAND POSITION ON ACTS OF
VIOLENCE AND EXTREMISM WHICH ARE RACIALLY,
ETHNICALLY, RELIGIOUSLY OR POLITICALLY MOTIVATED

The Board of Regents strongly condemns criminal acts of destruction or vio-
lence against the person or property of others. Indi-viduals committing such
acts at any campus or facility of the university will be subject to swift campus
judicial and personnel action, including possible expulsion or termination, as
well as possible state criminal proceedings.

SERVICE TO THOSE WITH INFECTIOUS DISEASES

It is the policy of the University of Maryland at Baltimore to provide educa-
tion and training to students for the purpose of providing care and service to
all persons. The institution will employ appropriate precautions to protect
providers in a manner meeting the patients' or clients' requirements, yet pro-

POLICY STATEMENTS

tecting the interest of students and faculty participating in the provi-sion of
such care or service.

No student will be permitted to refuse to provide care or service to any
assigned person in the absence of special circumstances placing the student at
increased risk tor an infectious disease. Any student who refuses to treat or
serve an assigned person without prior consent of the school involved will be
subject to penalties under appropriate academic procedures, such penalties to
include suspension or dismissal.

HUMAN RELATIONS CODE SUMMARY

The University of Maryland at Baltimore has a Human Relations Code for use
by the entire campus community. The code represents UMAB's commitment
to human relations issues. The specific purpcises of the code include:

1 . Prevention or elimination of unlawful discrimination on the basis of race,
color, creed, sex, sexual orientation, marital status, age, ancestry or national
origin, physical or mental handicap, or exercise of rights secured by the First
Amendment of the U.S. Constitution; and

2. Establishing a timely, effective grievance procedure as an alternative to
more lengthy formal processes for resolution of human relations issues.

A Human Relations Committee was created to oversee the code. It is
comprised of campus faculty, administrators and students and is advisory to
the president o{ the campus. The committee may institute educational pro-
grams and provide an open forum on human relations issues. In addition, the
committee is charged with maintaining a mediation, investigation and hear-
ing process for specific complaints of discrimination brought by students, fac-
ulty or staff. The code describes the particulars of the hearing process. It is the
intent of the code to provide a grievance procedure for an individual on cam-
pus who wants a cross-section of the campus community to investigate and
mediate a problem without having to resort to complaints to external agen-
cies such as the Maryland Commission on Human Relations, complaints
under personnel rules or lawsuits.

Copies of the Human Relations Code are available in the dean's office,
the student affairs and USGA offices in the Baltimore Student Union, and
the human resources management and affirmative action offices in the admin-
istration building.

DISCLAIMER

No provision ot this publication shall be construed as a contract between any
applicant or student and the University of Maryland at Baltimore. The uni-
versity reserves the right to change any admission or advancement require-
ment at any time. The university further reserves the right to ask a student to
withdraw at any time when it is considered to be in the best interest of the
university.

76 • SCHOOL OF PHARMACY

Student Right-te-Knew and Campus Security Act Request

The Student Righl-toKnow and Campus Seiunt> Act (Public Uw 101-542). signed into federal law November 8. 1990,
requires thai the Univetsity of Manland at Baltimore make readily available to its students and prospective students the
infonnation listed below.

Should you wish to obtsiin any of this information, please check the appropriate space(s). fill in your name, mailing address
and UM.AB school name, tear off this form and send it to:

University Office of Student Affairs
Attn: Student Right-to-Kno« Request
L niversil\ of Maryland at Baltimore
Suite .iih. Baltimore Student Union
621 \^ est l>ombard Street
Baltimore. MD 21201-1.57.S

Complete and return this portion

Financial Aid

Costs of .Attending the liniversity of Manland at Baltimore

Refund Policy

Facilities and Services for Handicapped

Pnxedures for Review of School and Campus .Accreditation

Completion/Graduation Rates for Undergraduate Students

Loan Deferral under the Peace Corps and Domestic Volunteer Servii

Campus Safety and Security

Campus Crime Statistics

UMAB School and Program

Campus Maps

Francis Scott
Key Bridge

TO REACH THE CAMPUS

The University of Maryland at Baltimore is located in UniversityCenter, a newly dcsifjnated

downtown Baltimore neighborhood, six blocks west of the Inner Harbor.

Directions

From 1-95: Take Rte. 395 (downtown Baltimore) and exit onto Martin Luther King, Jr., Blvd.,

staying in right lane. At fourth traffic light, turn right onto Baltimore St.; turn left at second

traffic light onto Paca St. and immediately into the Baltimore Grand Garage (visitor parking).

Bus Access

MTA buses numbered 1, 2, 7, 8, 9, 1 1, 20, 55, and 56 all stop in the campus area.

Subway Access

The Baltimore Metro runs from Charles Cxnrer to Owings Mills. Stops closest to campus are at

Lexington Market and Charles Center.

Light Rail

A new light rail line connects Park and Ride locations at Timonium, Lulherville, Falls Road

and Mt. Washington in northern Baltimore with the new Oriole Park at Camden Yards and

continues .south of Baltimore to Glen Burnie. The line passes two blocks east of the campus;

the UniversityCenter stop is at Baltimore Street.

SCHOOL OF PHARMACY

-M

1

H'

K Ikkll

Ilk ^

^

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MK

II

ii

Academic and Patient Care
Facilities

19 Administration Building
737 West Lombard Street

Athletic Center
646 Penn Street
Baltimore Student I

(Walter P ) Carter Center

630 West Fayette Street

Davidge Hall

522 West Lombard Street

Dental School

666 West Baltimore Strret

VP VlEitors Parking PP Patient Parking SP Student Parking

Environmental Health and Safety

Building

714 West Lombard Street

James T Frenkil Building

16 South Eutaw Street

Greene Street Building

29 South Greene Street

Health Sciences Facility (future)

) West Redwood Street

Law School and tylarshall Law Library

500 West Baltimore Street

Lombard Building

511 West Lombard Street

rylaryland Bar Center

520 West Fayette Street

tyledical Biotechnology Center

(future home)

fvledical School

Frank C Bressler Research Building

655 West Baltimore Street

Medical School Teaching Facility

10 South Pine Street

Nursing School

655 West Lombard Street

Parsons Hall

622 West Lombard Street

Pascault Row

651-655 West Lexington Street

Pharmacy School

20 North Pine Street

Ronald f^/lcDonald House

635 West Lexington Street

Social Work School

525 West Redwood Street

State ryledical Examiner's Building

2 405 West Redwood Street Building
16 701 West Pratt Street Building

1 1 University Health Center

120 South Greene Street
25 University of f^aryland IVIedical

22 South Greene Street

3 University of Maryland Professional
Building

419 West Redwood Street

32 Veterans Affairs Medical Center

Baltimore and Greene Streets

Cultural and Civic Facilities

44 Lexington Market

43 Market Center Post Office

47 Old Saint Paul's Cemetery

45 Onole Park at Camden Yarc

UNIVERSITY OF MARYLAND

oisc^

^'oZ^-"

SCHOOL OF PHARMACY

University of Maryland at Baltimore
1995-1996 Catalog

_^

UNIVERSITY OF MARYLAND

School ot Pharmacy

(Maryland College of Pharmacy: 1841 - 1904)

Doctor of Pharmacy (Pharm.D.) Program

1995-96 Catalog and 135th Announcement
for the Professional Degree Program

Volume 58, Number 1, September 1995

School of Pharmacy

University of Maryland at Baltimore

20 North Pine Street

Baltimore, MD 21201-1180

Admissions: (410)706-7653

or 1-800-852-2988 (Toll Free)
Admissions - Nontraditional Pathway: (410) 706-0761
Dean's Office: (4 1 0) 706-7650

Financial Aid (UMAB): (410) 706-7347

Public Affairs: (410)706-5893

The University of Maryland at Baltimore is accredited by the Middle States Association of Colleges and Schools. The School
of Pharmacy's Doctor of Pharmacy (Pharm.D.) programs and continuing education programs are accredited by the
American Council on Pharmaceutical Education. For additional information, contact ACPF. .311 VC Superior .'it..
Chicago. IL 60610 (312-664-3575). The school is a member of the American Association of Colleges of Pharmacy.

The University of Maryland at Baltimore is actively committed to providing equal educational and employment opportu-
nity in all of its programs. It is the goal of the university to assure that women and minorities are equitably represented
among the faculty, staff and administiation of the university so that its work force reflects the diversity of MaryLind's pop-
ulation.

All employment policies and activilies of the University of Mary hind at lUltimore shall he consistent with federal and state
laws, regulations and executive orders on nondiscrimination on the basis of race, color, religion, age ancestry or national
origin, sex, sexual orientation, handicap, marital status and veteran status. Sexual harassment, as a form of sex discrimi-
nation, is prohibited among the workforce of the university

III

1995-1996

Catalog for the

Doctor of Pharmacy Program

Contents

INTRODUCTION

Goals of the Profession of

Pharmao' 2

Goals of the School's Doctor of

Pharmac}- Curriculum 2

THE SCHOOL OF PHARMACY

The School and Its History- 5

Commitment to Diversity 5

Compliance with ADA Legislation . . .5

Facilities 6

Communit)' and Professional Service
and Research Support Programs . . .7

Student Government 9

Lecture Series 9

Endowed Chairs 10

Alumni Association 11

Da\ id Stewart .Associates 11

UNIVERSITY OF MARYLAND
AT BALTIMORE

The Campus 12

Health Sciences Librar\' 12

Computer Resources 14

Student and Employee Health 15

Counseling Center 15

Athletic Center 16

Parking and Transponation 16

Living in Baltimore 16

The City of Baltimore 17

Close Proximit}- to

Washington, D.C 17

APPLICATION AND
ADMISSIONS INFORMATION

Application Procedures 18

Admissions Process 19

Prerequisites 20

International Students 20

International Pharmacists 21

Licensure Requirements 21

FINANCIAL INFORMATION

Fees and Expenses 22

Health Insurance 11

Determination of In-State

Residenc)' 23

Financial Aid 23

School of Pharmacy Scholarships . . .23

Loan Funds 25

Student Veterans 25

PHARM.D. PROGRAM

Description 26

Curriculum Pathways and

Electives 30

Summai)' of Coursework 32

Course Descriptions 35

NONTRADITIONAL PATHWAY

Description 51

Admissions Process 52

Program Requirements 52

Course Descriptions 53

ACADEMIC INFORMATION

Academic Sessions 60

Registration Policies 60

Grading System 61

Scholastic Honors 61

Academic Status Policies 63

Academic Status Criteria 64

Academic Dismissal 64

Academic Integrit)' 65

ADMINISTRATION AND
FACULTY

University of Maryland

Board of Regents 66

System Administration 66

University' of Maryland at
Baltimore 66

School of Pharmacy

Administration 67

Faculty 67

Adjunct Faculty 71

Clinical Associate Professors 72

Clinical Assistant Professors 72

C'linical Instructors 75

POLICY STATEMENTS 82

CAMPUS MAPS 89

Introduction

In 1994, the School of Pharmacy consohdated its two professional entry-level pro-
grams (the B.S. in Pharmacy and post-B.S. Pharm.D. programs) into a single Doc-
tor of Pharmacy program. This program was developed by the facult)' after
extensive analysis of pharmacy practice and education, with discussion and input
from practitioners regarding the needs of the profession. Thus, the University of
Maryland no longer offers the B.S. in Pharmacy and the traditional 2-year post-
B.S. Pharm.D. program. Future pharmacists now gain entry into the pharmacy
profession by completing the school's four year Doctor of Pharmacy program.

The school's Doctor of Pharmacy curriculum has inherent flexibility, allow-
ing for change and restructuring of courses throughout the four year program. Most
courses do not run an entire semester but are presented in shorter time frames so
that the students can focus on three or four subjects rather than six or seven courses.
This innovation allows more time for in-depth discussion of content areas. Other
innovations include the optional pathways which offer avenues for specialization
within an area of interest, such as pharmacotherapy or communit)' practice, and
the expanded opportunities to take electives — 21 percent of the curriculum.

As a part of the 1994 curriculum revision, the school developed a nontradi-
tional pathway so that licensed pharmacists in the region could earn the Doctor of
Pharmacy degree. The goal of this pathway is to enhance the ability ot pharmacists
to provide pharmaceutical care within their current practice setting. Information
on the nontraditional pathway is included toward the end of this catalog. Pharma-
cists interested in pursuing this pathway, however, are encouraged to read other sec-
tions of the catalog dealing with important school policies and procedures.

GOALS OF THE PROFESSION OF PHARMACY

Pharmacists are responsible lor the drug-related needs ol patients. The overall goal
of every pharmacist is to assist patients, families and other health care providers in
improving the health care outcomes of patients. Pharmacists advise, guide and help
patients through the increasingly complex world of medications — whether in insti-
tutional or community practice settings or in the patient's own home. Consistent
with our vision of pharmacy practice, the focus of our curriculum is to prepare well-
trained, patient-oriented health care providers.

GOALS OF THE SCHOOL'S

DOCTOR OF PHARMACY CURRICULUM

The goals and objectives of the Pharm.D. program arc consistent with the school's
strategic plan:

School of Pharmacy

The School of Pharmacy seeks to provide individuals with the knowledge and skills
necessary to begin pharmacy practice and, in so doing, accept and perform profes-
sional responsibilities with competence. Graduates should have the ability to adapt
their practice to the changing health care system, and should be prepared to engage
in a continuing program of professional development.

The professional curricula will be innovative and flexible, based on strong basic
sciences, have extensive clinical content taught by practice-based faculty, and empha-
size the development of problem solving and collaborative skills. The opportunity for
advanced professional and clinical education will be made available.

The school seeks to create an educational community that extends beyond tradi-
tional classroom sites and offers students and faculty a variety of learning environ-
ments. These will include cultural and interprofessional programs which broaden
the experiences of our graduates.

Curricular change within the school has been prompted, in part, by
the adoption of the concept of pharmaceutical care by the practice of pharmacy.
In the words of the AACP Commission to Implement Change in Pharmaceutical
Education:

Pharmaceutical care focuses pharmacists ' attitude, behaviors, commitments, con-
cerns, ethics, functions, knowledge, responsibilities and skills on the provision of drug
therapy with the goal of achieving definite outcomes toward the improvement of a
patient's quality of life. These outcomes of drug use are: 1) cure of a disease; 2) elim-
ination or reduction of symptoms; 3) arresting or slowing a disease process; 4) pre-
vention of disease; 5) diagnosis of disease; and 6) desired alterations in physiological
processes, all with minimum risk to patients.

Historically the major patient-oriented, professional functions of pharmacy
have involved preparing the drug product and providing it to the patient. These
continue to be vital components. However, in response to the increasing effective-

ness, potency, preciseness, risk and cost of drug therapy and the increasing use of
drugs in diagnosis, pharmacy has gone beyond those functions.

Thus the scope of contemporary pharmacy activities includes:

• providing drug information to patients and others;

• participating in the process of drug use decisions;

• monitoring patients to maximize comphance and to detect adverse
events;

• monitoring patients to enhance therapeutic outcomes;

• selecting the drug product dosage form and source of supply;

• determining the dose and dosage schedule; and

• preparing the drug product for patient use and providing it to the
patient.

The central goal of the Doctor of Pharmacy curriculum is to provide our
graduates competency in the knowledge, attitudes, values and skills necessary to
provide, coordinate and manage primary pharmaceutical care in collaboration with
patients and their families, prescribers and other health care providers or care givers,
in a variety of practice settings.

4 School of Pharmacy

The School of Pharmacy

THE SCHOOL AND ITS HISTORY

The School of Pharmacy, University of Maryland at Baltimore has a rich and dis-
tinguished heritage. The school was first incorporated as the Maryland College of
Pharmacy on January 27, 1841. The first classes were conducted in November of
that year. It is the oldest pharmacy school in the South and the fourth oldest in the
countn,'. Primarily an independent institution until 1 904, the Maryland College of
Pharmacy then became the department of pharmacy of the University of Maryland.
In 1 920, the University of Maryland in Baltimore merged with the Maryland State
College at College Park to form the state university. Today, the school is one of
seven professional schools which form the University of Maryland at Baltimore
(UMAB).

Throughout its history, the School of Pharmacy has been a local and national
leader for the profession of pharmacy. It was a founding member of the American
Association of Colleges of Pharmacy, which was established to formulate uniform
standards for the graduation of pharmacy students. The school was instrumental
in the development of the American Council for Pharmaceutical Education, the
national accreditation organization for schools of pharmacy.

In 1970, through the efforts of the school and the Maryland Board of Phar-
macy, Maryland became the first state to replace the unstructured internship pro-
gram with a professional experience program incorporated in the school's
curriculum. This set the national standard for professional pharmacy education. In
1980, Maryland became the first School of Pharmacy to establish a Center for the
Study of Pharmacy and Therapeutics for the Elderly, now the national model for
pharmacy geriatric education. In 1994, Maryland again became a benchmark for
the nation by implementing its pace setting new Pharm.D. program.

COMMITMENT TO DIVERSITY

The school strives to achieve a broad racial, sexual and ethnic balance in its enroll-
ment. To achieve this objective every consideration is given to minority student
applicants. The current diversity of student population is reflected in 1995 enroll-
ment statistics: 15 percent African American, 25 percent Asian, 52 percent Cau-
casian, 3 percent Hispanic, and 3 percent International students.

COMPLIANCE WITH ADA LEGISLATION

In accordance with the Americans with Disabilities Act of 1990, the School of
Pharmacy examines all aspects of our programs and services to assure accessibility

The School of Pharmacy

to qualified students with disabilities. From recruitment to commencement, we
recognize that we must strive to create an environment that respects student dif-
ferences while challenging each person to perform to their optimal ability. Modi-
fications to meet the needs of our diverse student population include offering
applications, brochures, course materials and examinations in alternate formats;
and modifying the length of time for completion of degree requirements. Equally
as important, we review organizational activities that would prohibit participation
by students with disabilities, and provide services for these students to assure their
rights and protection under the law. With increased use of computer technolog)',
we are able to make information more accessible and are better able to serve stu-
dents with disabilities.

FACILITIES

The school moved to Pharmacy Hall, a seven-stor\' tacilit)' on Pine Street, in 1 982.
Situated at the west entrance to the UMAB campus. Pharmacy Hall houses most
of the classroom and lecture facilities, research laboratories, conference rooms and
administrative offices for the School of Pharmacy. Pharmacy Hall also houses a
Food and Drug Administration GMP(Good Manufacturing Practices) facilit}'
capable of producing drugs for human consumption.

The pharmacy practice and science department and the pharmaceutical sci-
ences department's Pharmacokinedcs-Biopharmaceutics Laboratory are located
two blocks away in the five-story Allied Health Building which opened in 1992.
Located at 1 00 Penn Street, it is located diagonally across from the Maryland Phar-
macists Association offices in the Kelly Building at 650 West Lombard Street.
School staff and faculty are also located in the Century Building at 506 West
Fayette Street.

School of Pharmacy

COMMUNITY AND PROFESSIONAL

SERVICE/RESEARCH SUPPORT PROGRAMS

In addition to its degree programs, the School of Pharmacy, University of Mary-
land at Baltimore offers several community service and research support programs.

The School of Pharmacy Academic Computing Laboratory is located on the
third floorof Pharmacy Hall. It has 18 computers for professional student and gen-
eral use. There are two laser printers in the lab. The school has 303 computers —
271 IBMs and 32 Macintosh — and 215 printers including 60 laser printers and
one color laser. Most of these computers are hooked up to a Novell Local Area Net-
work (LAN) to share files, software and to use electronic mail. Additional com-
puters are located in the Swain Pharmacy Practice Laboratory, equipped with state
of the art computers and pharmacy software for educational use.

The Biomedicina! Chemistry NMR Center houses a G.E. 300 MHZ
nuclear magnetic resonance spectrometer. The superconducting magnet, the heart
of the instrument, is permanently immersed in a vacuum-jacket reservoir of liquid
helium (-260oC) and allows the detection and accurate determination of pro-
tons, 13C,3 IP and other nuclei of biological importance. The first instrument of
its kind on the UMAB campus, the NMR has opened up many new areas of
research within the school, and greatly increasing the number of inter-school col-
laborative ventures.

The Center on Drugs and Public Policy is a cooperative program of the
School of Pharmacy and the Policy Sciences Graduate Program, under the auspices
of the University of Maryland Graduate School, Baltimore. The goal of the center
is to contribute to informed debate of policy issues related to drug use and abuse in
our society. In addition to conducting research on major drug policy issues, the cen-
ter organizes conferences and workshops and serves as a consultant on drug issues
to organizations in the private and public sectors. Fellowships or externships are
available to professionals from industry, state and local agencies, foreign govern-
ments or universities who want a campus-based experience in drug-related policy
research as well as an orientation to relevant agencies and organizations based in the
Washington, D.C., and Baltimore areas.

The Center for the Study of Pharmacy and Therapeutics for the Elderly
serves as the focal point of all geriatric education, service and research activities
within the school. It provides continuing education programs both on the state and
national levels. Funding from federal and private sources allows the center to
encourage and support relevant research by faculty and graduate students from all
school departments. The center is administratively responsible for the Elder-
Health Program and the Parke-Davis Center for the Education of Elderly. The
Parke-Davis Center for the Education of Elderly develops educational materials for
use by the Elder Health and Elder-Ed programs. The Elder-Health Program
informs pharmacy students and retired pharmacists about the social and psycho-
logical aspects of drug use among the elderly as well as the therapeutic goals of treat-
ment for prescribed and over-the-counter medications. The students and retirees
use the knowledge to give presentations to elderly members of the community.

T he Computational Chemistry Laboratory is used for the study of bio-
chemical systems via mathematical models. The goal of these studies is to allow for

The School of Pharmacy 7

an understanding of the relationship of the three-dimensional structure and
dynamics of biological molecules to their physiological function. Such knowledge
allows for a detailed analysis of the molecular basis of disease which may be used
for the rational design of therapeutic agents. These approaches greatly increase the
efficiency of the drug discovery process leading to significant savings of both time
and money, which may ultimately be passed on to the consumer.

The Drug Development Facility, established as part of an ongoing multi-
million dollar collaborative agreement with the Food and Drug Administration, is
one of the most modern industrial and pharmaceutical technology research and
manufacturing facilities in the country encompassing both state-of-the-art research
facilities and a GMP (Good Manufacturing Practices) laboratory. Under the FDA
contract, experimental clinical products are manufactured and tested for bioequiv-
alence. In addition to FDA research, the Drug Development Facility accepts con-
tracts from outside to develop and manufacture products for clinical studies. This
Facilit)' serves as an important resource for research as well as a teaching tool for
advanced students.

The Mass Spectrometry Laboratory determines the structure of unknown
chemicals and provides quantitative measurements of drugs and chemicals from a
variety of sample sources. The laboratory's focus is on conducting both basic and
applied research, increasing analytical services on the University of Maryland at
Baltimore campus and supporting expanded mass spectrometry-related research
activities in the larger scientific community.

The Maryland Poison Center serves as the regional poison center for the
state of Maryland. As an emergency telephone service, it provides toxicity and treat-
ment information on a 24-hour basis to the general public and to health profes-
sionals. Staffed by pharmacists and registered nurses, the center handles over
54,000 poison-related calls each year. It is an American Association of Poison Con-
trol Center certified regional poison center. University of Maryland at Baltimore
health professional students work within the center. It serves as an educational site
for both pharmacy students and medical residents.

The Mental Health Program of the School of Pharmacy is a joint venture
with the Developmental Disabilities Administration and Mental Hygiene Admin-
istration of the state of Maryland. Its primar)' goal is to upgrade all aspects of phar-
macy practice within the state's mental health facilities. The program also serves as
a site for pharmacologic and administrative research in mental health, a testing
ground for the development of innovative strategies in mental health pharmacy
practice and a training resource for mental health-related issues. Members of the
school's faculty serve at nine mental health sites around the state.

The OfFice of Substance Abuse Studies is responsible for the .school's drug
and alcohol abuse programs, including administration of the Student Committee
on Drug Abuse F^ducation (SCODAE), the operation of the drug abuse informa-
tion telephone service and the publication of a quarterly newsletter, PharmAlert.
SCX)DAE is a volunteer organization of pharmacy students who, with faculty sup-
port and guidance, are committed to the development of rational attitudes about
drugs by serving as a source for accurate, unbiased drug information. Students pre-
sent drug education lectures to a variety of groups, from elementar)' school children

School of Pharmacy

to health and education professionals. The office administers the campus' inter-
professional Drug and Alcohol Abuse Prevention Program and is instrumental in
the operation of the Pharmacists Rehabilitation Committee, which is jointly spon-
sored by the Maryland Pharmacists Association, the Maryland Society of Hospital
Pharmacists and the School of Pharmacy, University of Maryland at Baltimore.

STUDENT GOVERNMENT

Student government activities are coordinated by the school's Student Govern-
ment Alliance (SGA). Through its officers and committees, the SGA sponsors
numerous social, service and educational events. All professional students belong
to the SGA. The executive committee of SGA includes the presidents of all school
organizations. This committee meets periodically with school administrators to
discuss important issues. At the campus level, the University Student Government
Association (USGA) coordinates student government activities. Students are rep-
resented by senators and officers elected by the UMAB schools.

LECTURE SERIES

The School of Pharmacy supplements its regular curriculum with special lectures
and symposia.

Francis S. Balassone Memorial Lecture. The Maryland Pharmacists Associ-
ation, the School of Pharmacy Alumni Association and the school sponsor this lec-
tureship as a memorial to Francis S. Balassone, a 1940 graduate of the school, a past
president of the Alumni Association, a distinguished former faculty member, and
a past president of the National Association of Boards of Pharmacy.

Andrew G. DuMez Memorial Lecture. This lectureship was established in
1969 by Mrs. DuMez as a memorial to her late husband. Dr. Andrew G. DuMez.
Dr. DuMez served as dean of the University of Mar}'land School of Pharmacy from

Dr. Ralph Shangraw

The School of Pharmacy

Dr. Peter P. Lamy

1926 to 1948, and was a distinguished educator and leader in pharmacy in Mary-
land, the United States and internationally.

Ellis GroUman Lecture in Pharmaceutical Sciences. In 1983, Mrs. Evelyn
GroUman Glick funded a lecture program as a memorial to her brother, Ellis GroU-
man, a pharmacy school graduate in the class of 1926. Each year nationally recog-
nized researchers in the pharmaceutical or related basic sciences are selected to
present this lecture.

The Peter P. Lamy Symposium was inaugurated in 1992 in recognition of
Dr. Lamy's career as an internationally-recognized authority on geriatrics and
gerontology. This symposium provides an opportunity to discuss critical issues in
the care of the nation's elderly.

Dean's Colloquium. The Dean's Colloquium brings together students, fac-
ulty, and nationally recognized scientists and clinicians to discuss contemporary
issues of relevance to pharmacy and health care. These seminars provide unique
opportunities for interaction and exchange of new information on topics related to
pharmacy practice and science.

ENDOWED CHAIRS

The Emerson Professorship in Pharmacology was endowed in 1927 as a chair in
Biological Testing and Assay by Captain Isaac Emerson, president of the Emerson
Drug Company. The first chair was filled by Dr. Marvin Thompson who was a
pharmacologist at the Food and Drug Administration at the time. Dr. Clifford W.
Chapman, a pharmacologist from the Canadian National Laboratories was
appointed to the chair in 1938. Dr. Casimer Ichniowski and Dr. Nairn Khazan
were the third and fourth appointees to the chair. In 1988, Dr. Gerald M. Rosen
was appointed Emerson Professor. Because of his appointment, Dr. Rosen was
named an Eminent Scholar from the Maryland Higher Education Commission.

School of Pharmacy

The Parke-Davis Chair in Geriatric Pharmacotherapy was established in
1 990 by a $ 1 milHon gift from Warner-Lambert Company on the eve of the 1 25th
Anniversary of Parke-Davis and the School of Pharmacy's 150th Anniversary. The
endowment will underwrite the school's continuing commitment to geriatric phar-
macotherapy as exemplified by the accomplishments of the late Peter P. Lamy, the
first holder of the chair.

ALUMNI ASSOCIATION

The Alumni Association of the University of Maryland School of Pharmacy, estab-
lished in 1926, encourages fellowship among its members, and promotes superior
scholarship in the University of Maryland students and graduates. Each year the
association sponsors a spring banquet honoring the graduating seniors and the 50-
year class. The Alumni Association also awards eight scholarships based on need to
deserving students. Three of these scholarships are named in memory of honored
alumni: William J. Lowry, Henry G. Seidman and Alex Weiner. Additionally, the
Alumni Association sponsors the quarterly Rx Newsletter, and plays a leadership role
in the fund raising activities of the school. Many members participate in the annual
phonathon and are generous donors to the David Stewart Associates and the Uni-
versity System President's Club.

DAVID STEWART ASSOCIATES

The School of Pharmacy traces its beginnings to a man with a vision — David Stew-
art. Civic leader, chemist and pharmacist, Stewart was instrumental in founding
the Maryland College of Pharmacy in 1841 and, in 1884, the college elected him
to the first chair in pharmacy in the United States. In his honor the school has
named its major annual giving club the David Stewart Associates. Alumni, friends
and faculty who contribute $1 ,000 to the school annually are enrolled. The mem-
bership within David Stewart Associates now exceeds 75. For more information
please contact the development office at (410) 706-8475.

The School of Pharmacy

University of Maryland at Baltimore

THE CAMPUS

The University of Maryland at Baltimore is the founding campus of Maryland's
public university system and a thriving center for life sciences research and com-
munity service. Six professional schools and a graduate school educate research sci-
entists and many of the region's health care, law and social work practitioners.

With $114 million in sponsored program support, UMAB is one of the
fastest growing biomedical research centers in the country. The university is ideally
configured to tackle complex health care, public policy and societal issues. Our
urban location and unique combination of strengths create opportunities to
address regional problems in a comprehensive way. The solutions can have global
implications. AIDS, aging, schizophrenia, hypertension, lead poisoning, cancer,
child abuse and homelessness all are subjects of multidisciplinar)' research, schol-
arship and community action.

New partnerships among university components and with the Universit)'
of Maryland Medical System and Baltimore Veterans Affairs Medical Center are
strengthening interdisciplinar)' endeavors in both research and teaching. Our loca-
tion, within the Baltimore- Washington-Annapolis triangle, maximizes opportuni-
ties for collaboration with government agencies, health care institutions and lite
sciences industries.

HEALTH SCIENCES LIBRARY

The Health Sciences Library is distinguished as the first library established by a
medical school in the United States, and is a recognized leader in state-of-the art
information technology. The Health Sciences Library is the regional medical
library for 10 southeastern states, the District of ('olumbia, Puerto Rico and the
Virgin Islands as part of the biomedical information network of the National
Library of Medicine.

Serving all schools on campus and UMMS, the library contains more than
300,000 volumes, including over 2,900 current journal tides, and is ranked in size
among the top 25 health sciences libraries in the country.

The library's online catalog allows users to look for materials by title, author,
subject, keyword, call number, series, meeting and organization name. In addition
to giving information on library holdings, the system can determine whether the
material has been checked out of the library. The online catalog can be accessed
from any computer terminal on the UMAB campus that is linked to the campus
network, or from any dial access terminal.

School of Pharmacy

The library supports several computerized search services:

CD-ROM LAN — Available in the Health Sciences Library and through the cam-
pus network, the LAN contains the following databases: IPA (International Phar-
maceutical Abstracts), Bioethicsline, HAPI (Health and Psychosocial
Instruments), PsycLIT (database of psychological literature from the last 17 years),
CINAHL (Cumulative Index to Nursing and Allied Health Literature), SWAB
(social work abstracts), MicroCat (Maryland Union List of book/journal materi-
als), Computer Select (information, including full-text of articles, concerning com-
puters), VICTOR (University of Maryland at Baltimore online catalog) and Books
in Print.

HSL Current Contents — recent citations from sections of the print Current Con-
tents publications (Life Sciences; Clinical Medicine, Physical Sciences, Social and
Behavioral Sciences and Engineering).

MaryMed Plus — User-friendly access to the full Medline database. It is available
for use in the library, through dial-in or over the campus network. Free passwords
are available for students.

Mediated Searching Service — Working with users, database searches are con-
ducted by trained information specialists who have access to over 200 databases.

Micromedex CCIS — The Current Clinical Information Service provides full-text
drug and clinical care information. This database is available in the Health Sciences
Library and through dial-in or network access across the campus.

Information specialists assist with search service selection and research project
planning. Seminars offered throughout the year acquaint students, faculty and staff
with databases, services and information access and management possibilities.

University of Maryland at Baltimore I 3

COMPUTER RESOURCES

Computing support tor faculty, staff and students is provided for microcomputer,
workstation and mainframe computer users by Academic Computing/Health
Informatics (ACHI) and by the Computing and Instructional Development Ser-
vices (CIDS). Both are units of UMAB's Information Services (IS). CIDS is part
of the Health Sciences Library's (HSL) Information and Instructional Services.

UMAB students and faculty are able to use IS resources at each step in their
research, learning and teaching; this may include data collection, results analysis
and document preparation, including desktop publishing, color printing and
preparation of overheads or color slides. Free electronic mail accounts enable the
UMAB community to exchange notes, files and documents with others at the uni-
versity and internationally via either BITNET or Internet. Access to many campus
information sources and the Internet is provided through a campus gopher server
named UMABNET. Microcomputers are located in several Technology Assisted
Learning (TAL) centers and in user areas in both the IS building (100 North
Greene Street) and the HSL (111 South Greene Street). Centrally located systems
in IS and HSL are accessible via the campus ethernet and by dial-up modems from
either office or home. TAL Onters are available for use by the campus community
and for application program training.

CIDS and A('HI support training that ranges from microcomputer literacy
and microcomputer boot camp to more advanced classes for word processing,
graphics, desktop publishing, multimedia and statistical application programs.
Training for access to the Internet, network resources, and e-mail packages is also
available. For information, call 706-HELP.

School of Pharmacy

STUDENT AND EMPLOYEE HEALTH

Student and Employee Health provides comprehensive care to UMAB students. It
is located in suite 160 of the University of Maryland Professional Building, 419
West Redwood Street. The office, staffed by family physicians, nurses and nurse
practitioners, is open for regular appointments from 8:30 a.m. to 3:30 p.m., Mon-
day through Friday. Students can also be seen until 7 p.m., Monday through
Thursday, and Saturday, 8:30 a.m. to noon (for emergencies only), at University
Family Practice, 29 South Paca Street.

Patients are seen by appointment only (call 328-6009), although true emer-
gencies can be seen on a walk-in basis. A doctor can be reached after hours and on
weekends by calling 328-6790 or 328-5 1 40.

Gynecological services, including health maintenance (Pap smears, etc.),
family planning and routine procedures, are provided by appointment with either
the family physicians or the nurse practitioners. Birth control pills are available at
a reduced cost for students receiving their GYN care through Student and
Employee Fiealth.

All full-time students are required to have health insurance. An excellent
insurance policy is available through UMAB that provides wide coverage, includ-
ing obstetrical care. The cost of most of the care provided at Student and Employee
Health is paid for through the student health fee.

Hepatitis B is an occupational illness for health care providers. It has serious
consequences and can even be fatal. Immunization against hepatitis B is required
for medical, dental, dental hygiene, nursing, medical technology and PharmD stu-
dents. The series of three immunizations is given through Student and Employee
Health.

COUNSELING CENTER

The Counseling Center provides professional individual and group counseling to
UMAB students. Some of the problems that students seek help with include: stress,
relationships, drugs or alcohol, eating disorders, loss of a loved one and stressful
changes in school or home life.

Students are always seen by a professional — social worker, psychologist, psy-
chiatrist or addictions counselor. Costs associated with seeing a therapist usually
are covered by health insurance; however, no one is ever denied services based on
ability to pay. Students are seen by appointment (328-8404) and students' class
schedules can be accommodated in scheduling appointments. All Counseling Cen-
ter services are completely confidential. The Counseling Center is located in the
Baltimore Student Union, 621 West Lombard Street, Suite 218.

University of Maryland at Baltimore

ATHLETIC CENTER

The UMAB Athletic Center, on the tenth floor of the Pratt Street Garage, is
equipped with a squash court; two handball/racquetball courts; two basketball
courts which are also used for volleyball; and a weight room with two 15-station
universal gyms, stationary bikes and rowing machines. Men's and women's locker
rooms each have a sauna and showers.

Men's basketball, co-ed intramural basketball and volleyball teams compete
throughout the fall and spring semesters. Squash and racquetball tournaments also
are held in the facility.

PARKING AND TRANSPORTATION

On-campus parking is available to students. If you commute, you will first have to
get a parking permit (the cost is $1), which allows you to park on the UMAB cam-
pus, but does not guarantee you a space. Commuters can park at the Lexington
Garage and Koesters Lot (Lexington and Pine Streets) at the current student rate
of S3. 50 per day on a first-come, first-served basis. If spaces are unavailable, stu-
dents will be directed to other lots.

Students who live in on-campus housing pay for parking by the semester or
year and are guaranteed 24-hour parking in a garage adjacent to their residence
facility. For more information about parking on campus, write Parking and Com-
muter Services, University of Maryland at Baltimore, Baltimore, Maryland 21201
or call 410-706-6603.

UMAB sponsors the "UMAB Caravan, " a shuttle bus service that transports
students from designated areas on campus to the main parking facilities and into
the neighborhoods that are located south, east and west of campus. The service is
free to students, faculty and staff, but you must show your UMAB ID to ride. Call
the office of student affairs for times and routes at 706-71 1 7.

Public transportation makes the campus accessible by bus, subway and light
rail. Eight MTA bus routes stop in the campus area. The Baltimore Metro runs
from Charles Center to Owings Mills. Stops closest to campus arc at Lexington
Market and Charles Center. A new Light Rail line connects northern Baltimore
County with Oriole Park at C'amden Yards and then south of Baltimore to Glen
Burnie. The UniversityCenter stop is at Baltimore Street. MARC" commuter train
service runs from Camden Station, 301 West Camden Street.

LIVING IN BALTIMORE

Baltimore's a fun, friendly city with many affordable and convenient housing
options. The brochure Living In Baltimore describes on- and off-campus options
for UMAB students; it is available through most UMAB admissions offices or by
calling the office of student life at 410-706-7766.

School of Pharmacy

On-campus living options include furnished university-owned apartments and
dormitory style accommodations plus unfurnished apartments in a half-dozen pri-
vately owned loft district buildings on campus. The Baltimore Student Union and
Pascault Row Apartments are the two university-owned on-campus housing com-
plexes.

Many students choose to live in neighborhoods surrounding the UMAB cam-
pus. A wide range of rooms, apartments and home rentals are available throughout
the metropolitan area. The office of student life, located in the Baltimore Student
Union, keeps a listing of available rooms and apartments.

THE CITY OF BALTIMORE

In addition to professional opportunities, the city of Baltimore offers a stimulating
environment in which to live and study. Several blocks from the campus is the
nationally acclaimed Inner Harbor area, where Harborplace, the National Aquar-
ium, the Maryland Science Center and other facilities share an attractive waterfront
with sailboats, hotels, restaurants and renovated townhouses. The new Baltimore
Metro and Light Rail system connect the downtown area to the outskirts of the city.
Baltimore boasts lively entertainment, world class museums, fine music and
professional theater. For sports fans, Baltimore features Orioles baseball (the new
stadium is two blocks from campus) and league-winning lacrosse. The nearby
Chesapeake Bay offers unparalleled water sports and the seafood for which the
region is famous.

CLOSE PROXIMITY TO WASHINGTON, D.C.

UMAB is located 50 miles north of the nation's capital — home for many national
professional organizations, including the American Association of Colleges of
Pharmacy and the American Pharmaceutical Association. The school's close prox-
imity to the District of Columbia offers numerous opportunities for students and
faculty to participate in health care policy and research. Many students complete
their experiential rotations with these organization and associations. A center for
world economic, political and cultural developments, Washington also provides a
wealth of research sources such as the Library of Congress and the National Library
of Medicine.

There are countless site seeing opportunities in the city of monuments,
memorials and museums. Visitors frequent historic landmarks such as the Capitol
building, the White House and Ford's Theater, or spend hours strolling through
the Smithsonian Museums or the National Zoo. There is a lot to see and do in
Washington, and a reliable public transportation system to get you around.

University of Maryland at Baltimore

Application and
Admissions Information

APPLICATION PROCEDURES

Application forms will be available in September 1 995 tor the 96-97 academic year.
To obtain an application and other information write:
School of Pharmacy
University of Maryland at Baltimore
20 North Pine Street
Baltimore, MD 2 1 20 1 - 11 80
ATTN- ADMISSIONS

B.S. Pharmacists interested in receiving applications to the nontradi-
tional pathway should write: ATTN-NONTRADITIONAL PATHWAY on the
envelope.

Applicants may also call:
(410) 706-7653 or
(410) 706-0761 for the nontraditional pathway (for B.S. pharmacists only)

Applicants must submit: (1) a completed application, (2) supporting docu-
ments and (3) a $40.00 application fee, directly to:
Office of Records and Registration
University of Mar)'land at Baltimore
621 West Lombard Street
Baltimore, MD 21201

Those seeking advanced degrees (M.S. and Ph.D.) through the school must
apply to: University ofMaryland Graduate School, Baltimore, 5401 Wilkens
Ave., Baltimore, MD 21228. For information on the school's master of sci-
ence (M.S.) or doctor of philosophy (Ph.D.) graduate programs please write:

Graduate Programs - * specific discipline *

University ofMaryland

School of Pharmacy

20 North Pine Street

Baltimore, MD 21201-1 180

*Please specify the pharmacy graduate program to which you wish to apply:
biomedicinal chemistry, pharmacology and toxicology, pharmaceutics or
pharmacy administration.

School of Pharmacy

Ann Bonaparte assists a student with application

ADMISSIONS PROCESS

(Applicants for the nontraditional pathway please refer to the admissions section
following the description of the pathway)

Application deadlines for admission are:
February 1 , 1 996 Application

March 1, 1996 All supporting documents

To be considered for admission to the program, applicants must take the
Pharmacy College Admission Test (PCAT) and forward their scores to the school.
Applications for the PCAT exam are available from the school's student affairs
office. The PCAT is given in October, February and April, however applicants
must complete the October and/or February exams to be consideered for fall
admission.

An admissions committee comprised of faculty and students reviews PCAT
results and official transcripts to make admissions decisions. Applicants with strong
PCAT and academic credentials are invited to interview with faculty and students.
During the interview, factors such as professional and social awareness, verbal and
written communication skills, integrity, maturity and motivation are assessed. Fol-
lowing the interview, the admissions committee makes a decision based on the
applicant's academic achievement, scores on the PCAT and qualities evaluated dur-
ing the interview. Academic achievement and/or high scores on the PCAT do not,
in themselves, ensure acceptance.

While a minimum grade point average (GPA) of 2.5 (A=4.0) is required for
application consideration, the average entering GPA of the fall 1995 first year
Pharm.D. students was 3.5. Average PCAT scores of admitted students were above
the 75th percentile in each of the five areas of the exam. Admission is competitive,
and applicants with GPAs below 2.9 have an extremely low probability of
acceptance.

Applications and Admissions Information

Applicants must present evidence (via official transcripts) of having com-
pleted the prepharmacy coursework with grades of at least a "C", or being able to
complete the prepharmacy coursework before the start of classes in the fall.

PREREQUISITES

A minimum of^ 60 semester hours of pharmacy prerequisites is required for admis-
sion into the Pharm.D. program. At least one semester of this coursework must be
taken at an accredited institution in the United States. To enroll in prepharmacy
course work, students must apply directly to an accredited college or university, not
to the School of Pharmacy. Most institutions have designated prepharmacy pro-
grams and advisors. The School of Pharmacy does not provide any specific information
regarding course content and/or requirements for admission into these prepharmacy pro-
grams. Prerequisites for admission into the Pharm.D. program are:

Minimum Number of

Course

Semesters Required

English

2

Math (Precalculus/Calculus 1)

Up to Calculus 1

Zoology or Biology 1

General Chemistry

2

Organic Chemistry

2

Physics

2

Humanities and Social Sciences

About 1 8 hours to a
minimum total of 60 hours

INTERNATIONAL STUDENTS

Students who are not citizens or permanent residents ot the United States must sub-
mit the results of the TOEFL (Test of English as a Foreign Language), certified offi-
cial copies of transcripts, a statement of financial support, a supplementary
information sheet and a summary of educational experiences. These must be sub-
mitted with the application and the $40 application fee to the office of records and
registration. International students are also required to take the Pharmacy College
Admissions Test (PCA'l). Therefore it is essential that international students start
the admissions process early.

The school does not accept applicants who have attended only a foreign edu-
cational institution. The school, due to its small size, cannot adequately certify
international credentials and relies on the evaluation performed by other institu-
tions. In addition, experience shows that international students benefit from tak-
ing courses at other U.S. institutions before entering our program. International

School of Pharmacy

students should be familiar with the rules and regulations of the Immigration and
Naturalization Service, which grants admission to the United States.

INTERNATIONAL PHARMACISTS

Individuals who have received their pharmacy degrees from non-U. S. institutions
have two options to become licensed pharmacists in the United States. They can
complete the Foreign Pharmacists Equivalency Examination, which is given once
a year by the National Association of Boards of Pharmacy. Passing this exam and
completing other requirements allows international pharmacists to complete state
licensure exams. For further information about this process, contact NABP at (708)
698-6227.

International pharmacists are also eligible to apply to the school's Pharm.D.
program and then upon graduation from that program become eligible to complete
state licensure exams. Credit may be given for equivalent coursework previously
completed with a grade of "C" or better. Credit may be awarded after an evalua-
tion of the course and an assessment of student knowledge by the coursemaster.
Based on the structure of the curriculum, international pharmacists enter the first
professional year of the four-year Pharm.D program. Admission is based on an eval-
uation of applicant credentials by the admissions committee.
International pharmacists are encouraged to take the PCAT exam to assess back-
ground knowledge.

LICENSURE REQUIREMENTS

Completion of the Pharm.D. degree satisfies the educational requirement for all
state boards of pharmacy in the United States. Graduates are eligible to take state
licensing exams in all states. Information for licensure as a pharmacist in Maryland
is available from the Maryland Board of Pharmacy, 4201 Patterson Avenue, Balti-
more, MD 21215-2299.

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Applications and Admissions Information

Financial Information

TUITION AND FEES

The following table lists the fees and expenses for the 1 995-96 academic year. Some
of the fees(*) do not apply to nontraditional pathway students. Nontraditional
pathway students are charged per credit hour regardless of number of hours taken.

Tuition:

Full-time

Part-Time

Full Time (9 or more cr.) Resident

$5,591

Nonresident

11,585

Part Time - Per Credit Hour Resident

212

Nonresident

382

Fees:

Student Government Association

IS

8

Transportation

20

10

Student Activities

SO

50

Supporting Facilities

199

68

Clinical Clerkship(for experiential courses)

300

300

Other Expenses:

Application Fee (nonrefundable)

40

40

Nonrefundable Deposit

200

200

(upon Acceptance for Admission)

Late Registration Fee

40

40

Diploma Fee

40

40

Liability Insurance

17

17

Disability Insurance *

IS

15

Hepatitis B vaccine * ( 1 st Year only)

140

140

Continuing Education Certification (Nontrad only)

100

100

Late Payment of Tuition and Fees

100

100

The university reserves the right to make such changes in fees and other changes
although every effort is made to keep the cost to the student as low as possible.

HEALTH INSURANCE

The university believes that it is important for all students to have health insurance.
Thus, health insurance coverage is required of all full-time students. Students will
be billed for health insurance unless they provide proof of similar coverage to the
office of student and employee health. If documentation is provided, the cost of the
premium is waived. The cost of UMAB health insurance varies depending on the
type of coverage. For the 1995/96 academic year, the cost per semester for student

School of Pharmacy

only coverage is $400; student and spouse, $960; student and child $760; and stu-
dent and family is $ 1 ,200 per year.

DETERMINATION OF IN-STATE RESIDENCY

An initial determination of residency status for admission and tuition is made by
the University of Maryland at Baltimore office of records and registration when a
student's application for admission is under consideration. The determination
made at that time, and any determination made thereafter, shall prevail for each
semester until the status is changed. Students classified as in-state residents are
responsible for notifying the University of Maryland at Baltimore office of records
and registration in writing, within 1 5 days of any change in their circumstances
which might in any way affect their classification at UMAB. Copies of the univer-
sity's policy on in-state residency status are available from that office.

FINANCIAL AID

Student financial aid programs are centrally administered by the University of
Maryland at Baltimore office of student financial aid. These programs are designed
to help students who otherwise would be unable to attend the university. Aid pack-
ages for full-time students often include a combination of loans, grants, scholar-
ships and work-study designed to meet the student's need. Most nontraditional
pathway students do not qualify for financial aid due to their part-time status and
relatively secure financial situation. To qualify for aid, students must apply annu-
ally and meet certain eligibility requirements. Students are encouraged to com-
plete their financial aid application by February 15th. Students must complete
the required Financial Aid application forms, which are available from:

Student Financial Aid

Baltimore Student Union

Room 334

621 West Lombard Street

Baltimore, MD 21201

SCHOOL OF PHARMACY SCHOLARSHIPS

Through the generous gifts of alumni, friends and professional associations, the
school provides additional financial aid to its full-time students. Students do not
apply for these awards. Most awards are given to those students who can document
unmet financial need through UMAB's Student Financial Aid; others are given to
students from a certain geographical area.
The following scholarships have been established:

Marilyn I. Arkin Scholarship Fund. The family and friends of Marilyn I.
Arkin, daughter of Ann and Morris Arkin and a member of the class of 1 975, estab-

Financial Information 23

Dr. David A. Knapp. Dean. School of Pharmacy

lished this scholarship as a memorial in 1 988. The scholarship provides support for
professional students in the School of Pharmacy.

H.J. (Jack) Custis Jr., Memorial Scholarship Fund. In memory of H.J.
(Jack) Custis Jr., class of 1 95 1 , a fund has been established for the purpose of award-
ing scholarships on the basis of reasonable need and academic ability to students in
the professional program on the Baltimore campus of the School of Pharmacy. Stu-
dents must be residents of one of the nine Eastern Shore, Maryland coimties to be
eligible for the Custis Memorial Scholarship.

Isadora M. and Irene R. Fischer Memorial Scholarship Fund. The families
of Isadore M. and Irene R. Fischer have provided a scholarship fund to support a
professional or graduate student demonstrating academic excellence in the educa-
tional programs of the University of Maryland School of Pharmacy. While finan-
cial need can be a consideration, the scholarship award may be made solely on
academic performance.

Charles L. Henry Memorial Scholarship. The Charles L. Henry Memorial
Scholarship Fund has been provided for Pharm.D. students in the School of
Pharmacy requiring financial assistance.

J. Gilbert Joseph Scholarship. In memory of her brother, J. Gilbert Joseph,
a former student of the School of Pharmacy, the late Miss Jeanette Joseph provided
a generous bequest to endow scholarships to be awarded to qualified students who
have maintained a superior scholastic average and who are in need of financial
assistance.

Frederick William Koenig Memorial Scholarship. In memory of her hus-
band, Frederick William Koenig, a practicing pharmacist for 50 years, the late Mrs.
Valeria R. Koenig has bequeathed a sum of money to endow a scholarship to be
awarded annually. The recipient of the award will be selected on the basis of finan-
cial need, character and scholarship.

Dr. Dean E. Leavitt Memorial Scholarship Fund. In honor of Dr. Dean E.
Leavitt, associate dean for administration and professional services, 1 976-1 989, the
family and the faculty established a fund to support a scholarship covering the final

24 School of Pharmacy

year of pharmacy school for students who have attained at least a cumulative aver-
age of 3.0, who have shown superior aptitude and enthusiasm in the course
sequence in management, and who have demonstrated, as Dean Leavitt did, a com-
mitment to the qualities of health and humanitarianism, both personally and pro-
fessionally.

A.M. Lichtenstein Scholarship. In memory of her husband, A.M.
Lichtenstein, distinguished alumnus of the School of Pharmacy class of 1889, the
late Mrs. Francina Freese Lichtenstein bequeathed a sum of money to endow an
annual scholarship to a resident of Allegheny County, Maryland. The recipient of
the award is to be selected on the basis of financial need, character and scholarship.

Aaron and Rosalie Paulson Scholarship Fund. Mr. Aaron A. Paulson, class
of 1924, and his late wife, Rosalie, provide the school with an annual gift to sup-
port a first professional year student with demonstrated financial need.

Plough Pharmacy Student Scholarships. The Plough Foundation, created
by Abe Plough, founder of Plough Inc., and the School of Pharmacy contributed
funds to an endowment which provides financial support to pharmacy students.
The funds are awarded on the basis of financial need, academic achievement, lead-
ership and citizenship.

Arthur Schwartz Memorial Scholarship Fund. The family and friends of
Arthur Schwartz, BS Pharm 1979, Ph.D. Pharmacy Administration 1987, have
established an endowed scholarship fund to honor his memory.

LOAN FUNDS

Rose Handler Memorial Fund. L. Manuel Hendler and family have estab-
lished a loan fiind in memory of Mrs. Rose Hendler for needy students. Loans from
this fund are available to qualified students of the second and third years and are
made upon the recommendation of the dean.

Louis T. Sabatino Memorial Student Loan Fund. In honor and memory of
her late brother, Louis T. Sabatino, class of 1 939, Mrs. Marie Sabatino DeOms has
established this lund to provide loans to deserving students.

Benjamin Schoenfeld Memorial Pharmacy Loan Fund. The family of Mr.
Benjamin Schoenfeld has established a loan fijnd as a memorial to him. This fund
is available to qualified needy students. Loans are made upon the recommendation
of the dean.

STUDENT VETERANS

New students (including nontraditional pathway students) who are eligible for
educational benefits through the Veterans Administration should forward a com-
pleted VA Form 22-1995 (Request for change of Program or Place of Training) to
the office of student affairs. Veterans who have not used any of their VA educa-
tional benefits should forward a completed VA Form 22-1990 (Application for
Program of Education or Training) and a copy of DD 214 (Separation Papers)
directly to the office of student affairs of the School of Pharmacy.

Financial Information 25

Doctor of Pharmacy
(Pharm.D.) Program

DESCRIPTION

The tour year Pharm.D. program is divided into six levels: Fundamentals, Basic
Science, Pharmaceutical Science, Integrated Sciences and Therapeutics, Experien-
tial Learning and a Curriculum-Practice Interface. The following describes the aca-
demic purpose of each level.

LEVEL I: FUNDAMENTALS

Students entering the Doctor of Pharmacy program have diverse educational and
life experiences. Level I includes courses to address these diversities by introducing
students to the concept and scope of pharmaceutical care, pharmacy practice in
general, informing them of the variety of disciplines that will contribute to their
pharmaceutical education, and providing the skills and scientific principles and
concepts fundamental to subsequent curricular experiences.

LEVEL II: BASIC SCIENCE

During Level II of the curriculum, students build on the fundamentals of Level 1
through a comprehensive examination of basic biological, chemical, physical, social
and behavioral sciences. These elements provide the foundation for understanding
pharmaceutical science and the complexities of drug action and use.

LEVEL III: PHARMACEUTICAL SCIENCE

I'he provider of pharmaceutical care must possess a detailed and comprehensive
understanding of the physical, chemical, biological and psychosocial factors
impacting on the outcomes of drug therapy in specific patients with specific dis-
eases. Level III addresses pharmaceutical science content areas as they relate to the
needs of patients in the total health care environment.

LEVEL IV: INTEGRATED SCIENCES AND THERAPEUTICS

This forum addresses the extensive interweaving of basic and clinical science as well
as the interrelated bodies of knowledge associated with the disciplines involved in

26 School of Pharmacy

Dr. Praihant Chikhale

total pharmaceutical care. Students build upon their basic and pharmaceutical sci-
ence background as they actively participate in a variety of didactic and laboratory
experiences to design, implement, manage and monitor individualized plans for
pharmaceutical care. Students learn to appreciate that the successful outcomes of
drug therapies relate to complex physical, chemical, biological and psychosocial
interactions v^'ithin human systems, and therefore require individualized attention
to patients during the design and delivery of pharmaceutical care. This application
of integrated science to patients with specific diseases is presented within the
broader context of public health, epidemiology, prescriber education, disease pre-
vention and health promotion issues.

Three progressive components are used to present each disease. The first
component reviews the drugs and biologicals used to treat specific disease processes
and emphasizes comparative features underlying the choice of agent (Pharmaco-
dynamics and Pharmacokinetics). Chemical properties, such as solubility and sta-
bility, that impact on the choice and use of the products, are discussed
(Biomedicinal Chemistry and Pharmaceutics). The availability and comparative
advantages of drug dosage formulations and delivery systems are considered as they
relate to the optimum use of drug products during acute or chronic care (Biophar-
maceutics).

The second component illustrates how the links between the scientific
knowledge of the disease, available drug products and the variables underlying a
particular patient's condition are important to developing the most appropriate
therapeutic plan. Methods for the choice of drug products, definition of specific
goals of therapy including the means to assess whether these goals are being
achieved, and active intervention steps to ensure successful outcomes of drug ther-
apy are developed (Therapeutics). Methods for monitoring, identifying and
responding to untoward consequences of drug therapy are identified (Toxicology
and Adverse Drug Reactions). The choice and design of specific acute and chronic
drug therapy, the impact of a variety of patient-related variables on dosage regi-
mens, and the modification of dosage regimens in response to changing patient

Doctor of Pharmacy (Pharm.D.) Program

27

needs, are developed (Clinical Pharmacokinetics). Students practice and develop
skills in counseling patients about their therapeutic plans in particular, and pro-
viding health promotion education in general (Counseling and Education).

The third component links the knowledge base of the first two components
with appropriate ongoing methods for drug use review, medical audits and cost
considerations. The emphasis is on identifying specific interventions to improve
prescribing patterns and reduce the cost of health care (Drug Use Evaluation).

LEVEL V: EXPERIENTIAL LEARNING

Experiential learning is a series of structured learning and training activities during
which students work under the supervision of experienced preceptors (pharmacy
practitioners who have faculty rank) and academic faculty in a variety of health care
settings. Students obtain and apply knowledge and skills necessary for successful
delivery of pharmaceutical care and develop competence, confidence and maturity
as responsible professionals. An innovative feature of the program is that experien-
tial learning activities occur throughout the curriculum and are linked to didactic
courses. A total of 32 credits in experiential courses (approximately 1 ,600 clock
hours) are required for the degree. All students must complete at least 24 credits
(1,100 clock hours) of experience devoted to provision of pharmaceutical care
directly to patients. Successful completion of the experiential learning portion of the
schools curriculum is accepted by the Maryland Board of Pharmacy as meeting the
internship requirements to sit for the NABPLEX licensure examination.
Experiential learning is organized into six phases.

Phase 1: Introduction to Professional Pharmacy Practice. This early prac-
tice experience introduces students to the professional responsibilities of pharma-
cists in a variety of practice environments, including community, hospital and
specialty settings. Students will also examine the spectrum of career opportunities
available to todays pharmacist and begin developing basic practice skills.

Phase 2: Longitudinal Pharmaceutical Care. During the second and third
years of the curriculum, students observe and participate in the delivery of phar-
maceutical care to patients. Students follow, over time, the changing needs of
patients within the context of the total health care system. Through direct patient
encounters and discussion sessions, students learn to assess health status, commu-
nicate effectively, and determine pharmaceutical care needs from a holistic per-
spective. These activities are linked to material students receive in the didactic
curriculum and specifically apply patient assessment skills taught as part of the
Human Biology (Anatomy, Physiology, Pathophysiology) sequence.

Phase 3: Distributive Services. Activities during this phase enable the stu-
dent to competently and proficiently perform the technical lunctions of drug dis-
pensing and distribution in institutional and community pharmacy settings.
Students learn to receive, interpret, and verify the appropriateness of prescription
orders. Students learn to efficiently dispense a variety of prefabricated and com-
pounded medications, recognizing the role of technology and ancillary personnel
in the drug distribution process.

School of Pharmacy

i

Experiential Learning Map

Phase 4: Pharmaceutical Care. Students obtain experience in the delivery of
pharmaceutical care in a variety of practice environments, including community-
based and acute care hospital pharmacies and ambulatory primary care and inter-
disciplinary clinics. Through daily encounters with patients and other health care
providers, students learn to collect patient-specific data, identify and assess drug-
related problems, develop monitoring plans and measure outcomes of therapy.
Further, students learn to educate patients and health care professions regarding
the appropriate use of drugs.

Phase 5: Informational Services. Activities during this phase (which occurs
simultaneously with Phase 4) require the student to provide drug information in
the context of delivering pharmaceutical care. Students learn to receive a question
in a comprehensive fashion, thoroughly analyze and research questions, and pro-
vide appropriate answers to other health care providers and to patients and their
families.

Doctor of Pharmacy (Pharm.D.) Program 29

Phase 6: Elective Experiences. Elective rotations allow students to pursue
their own areas of interest. Electives in general practice environments enable stu-
dents to develop greater skill, proficiency and confidence. Electives in specialty
pharmacotherapeutic practice areas, alternative forms of advanced practice man-
agement, and research afford opportunities to explore a variety of practice options.
This phase is linked to a senior colloquium.

Student performance during all six phases is evaluated by both preceptor and
academic faculty. Experiential rotations are not permitted at a site where a student
is working for pay or where any other conflict of interest situation may exist.

LEVEL VI; CURRICULUM - PRACTIC^ INTERFACE

The sixth and final level of the curriculum contains a variety of educational expe-
riences for the students about to enter practice. Required and elective content areas
provide a curricular-based interface with pharmacy practice that builds on the pre-
ceding didactic and experiential components of the curriculum. The "capstone"
nature of this interface reflects the acquisition and appreciation of information that
1) is on the cutting edge of pharmacy practice, 2) represents closing options for
individual curricular pathways or 3) contributes to preparing students for a post-
graduate education.

It is expected that the learning at the interface will be under continual change
and development. One goal of this level is to allow each senior student, following
completion of his or her experiential components, time to consider his or her indi-
vidual practice in the context of the total health care environment. An important
part of this interface, therefore, will be the opportunity for students to reflect in-
teractively upon their educational experiences with fellow students, faculty and
practitioners.

CURRICULUM PATHWAYS AND ELECTIVES

The central curricular theme, primary pharmaceutical care, encompasses the edu-
cational experiences common to all students in the program. All students must suc-
cessfully complete the required core curriculum which prepares them for
competent performance of basic pharmaceutical care in a variety of professional
and practice settings. To supplement the required core curriculum, more than 21
percent (28 credits) of the four year curriculum is reserved for didactic and experi-
ential electives. This elective portion of the curriculum provides students with an
opportunity for flexible programming of their educational experience. In collabo-
ration with their academic advisors, students use electives to develop a personal phui
of study that is consistent with their personal interests and career goals. These plans
of study are used to enhance their general practice of pharmaceutical care, to focus
on a particular area of practice or to prepare for post-graduate studies.

Students may select freely from elective options to design their personal plan
of study, or may choose one of several model pathways which have been designed
by faculty to enhance students' preparation for common areas of interest. Ihe

30 School of Pharmacy

model pathways generally account for 16 to 18 credits out of the 28 elective cred-
its required for degree completion. Therefore, selection of a model pathway still
provides considerable flexibility in selection of additional electives. Four model
pathways have been developed by faculty:

Advanced Pharmacy Practice

Goal: To prepare students to implement pharmaceutical care in a variety of prac-
tice settings. This pathway provides a series of didactic and experiential courses
designed to enhance competence in delivery of pharmaceutical care in general prac-
tice, enhance competence in delivery of health care to special populations (such as
geriatrics), enhance skills and knowledge in special pharmaceutical products,
enhance business and managerial skills needed to successfully implement new ser-
vices, and to give students experience in applying these professional practice, busi-
ness and managerial skills in a variety of advanced practice settings.

Pharmacotherapy

Goal: To enhance the ability of students to independently optimize, implement
and monitor drug therapy in patients with complex health care problems. This
pathway offers a series of didactic seminar courses in pharmacotherapy and
advanced therapeutics coupled with advanced clinical experiences. The clinical
experiences involve direct drug therapy management of patients in general medical
and sub-specialty environments. Students completing this pathway are encouraged
to pursue post-Pharm.D. training in the form of residencies and fellowships and to
eventually pursue specialty board certification in pharmacotherapy.

Management

Goal: To provide students with management skills and knowledge to enhance their
opportunities to enter management career pathways in corporate pharmacy, to
develop entrepreneurial capabilities, and prepare them for acceptance into post-
Pharm.D. management residencies and/or MBA programs. Students take a series
of didactic and experiential courses in personal management, practice manage-
ment, organizational behavior, financial reporting and analysis, marketing and
experiences working with managers in health care settings.

Research

Goal: To expose students to research and better prepare them for graduate studies
or post-graduate fellowships. Students selecting this pathway take courses in
advanced educational opportunities, advanced seminar courses in selected scien-
tific areas, research experiences working directly with faculty scientists, and a senior
colloquium.

Faculty pathway coordinators, who design and maintain the integrity of the
pathways, and faculty advisors who have expertise in each pathway area, serve as
consultants to students for information on career opportunities resulting from par-
ticular pathways. Students have freedom of choice in selecting a pathway. Students
not choosing to take all courses in a specific pathway, can select elective courses
from multiple pathways as part of their personal "plan of study" provided they com-
plete appropriate prerequisites.

Doctor of Pharmacy (Pharm.D.) Program 31

Summary of Pharm.D. Program
COURSEWORK

MINIMUM SEMESTER CREDITS

Didactic

80 Required
20 Elective

1 00 credits

Experiential

24 Required
8 Elective

32 credits

Total

COURSE WORK BY SEMESTER'
SEMESTER ONE

132 credits

CREDITS

PHAR 511: Biochemistry 1

2

PHAR 5 12: Cell Biology

2

PHAR 5 1 3: Drug Chemistry

2

PHAR 5 14: Human Biology 1

3

PHAR 5 1 5: Personal Management 1

PHAR 5 1 6: Pharmacy Practice & Education

3

PHAR 5 1 7: Study Design and Analysis

2

TOTAL
SEMESTER TWO

15

PHAR 521: Biochemistry II

3

PHAR 522: Context of Health Care

3

PHAR 523: Ethics in Pharmacy Practice 1

PHAR 524: Human Biology II

3

PHAR 525: Immunology

2

PHAR 526: Physical Chemistry

2

PHPC 527: Intro, to Professional Practice 1

DIDACTIC ELECTIVES

2

TOTAL

'This outline is one suggested plan of study for electives. Electives can be taken dur-
ing most fall, winter, spring and summer semesters.

32 School of Pharmacy

SEMESTER THREE

PHAR S3 1 : Pharmaceutical Chemistry

PHAR 533: Microbiology 1

PHAR 534: Human Biology III

PHAR 536: Pharmacology 1

PHAR 537: Principles of Drug Action

PHAR 541 : Biopharm and Pharmacokinetics

PHPC 532: Longitudinal Pharmaceutical Care 1 1

DIDACTIC ELECTIVES

2

TOTAL
SEMESTER FOUR

17

PHAR 542: Clinical Chemistry 1

PHAR 543: Microbiology II

PHAR 544: Medicinal Chemistry

PHAR 545: Practice Management

PHAR 546: Pharmacology II

PHAR 535: Pharmaceutics

DIDACTIC ELECTIVES

TOTAL

17

Dr. Gary Buterbaugh

Doctor of Pharmacy (Pharm.D.) Program 33

SEMESTER FIVE

PHAR 550: Medical Information Analysis 1

PHAR 55 1 : Drug Use Review 1

PHAR 552: Principles of Human Nutrition 1

PHAR 554: Integrated Science/Therapeutics 1

4

PHAR 555: Integrated Science/Therapeutics II

4

DIDACTIC ELECTIVES

4

TOTAL
SEMESTER SIX

15

PHAR 564: Integrated Science/Therapeutics III

4

PHAR 565: Integrated Science/Therapeutics IV

4

PHPC 562: Longitudinal Pharmaceutical Care II 1

DIDACTIC ELECTIVES

6

TOTAL
SEMESTER SEVEN

15

PHPC 570: Community Distributive Services'

3

PHPC 571: Institutional Distributive Services'

3

PHPC 572: Pharmaceutical Care P

3

PHPC 573: Pharmaceutical Care IP

3

PHPC 574: Pharmaceutical Care IIP

3

PHPC 575: Pharmaceutical Care IV'

3

PHPC 576: Ambulatory Clinic' 1

PHPC 577: Informational Services'

2

TOTAL
SEMESTER EIGHT

21

PHAR 580: Pharmacy Law

2

PHAR 581: Senior Colloquium 1

EXPERIENTIAL ELECTIVES'

8

DIDACTIC ELECTIVE COURSES

4

TOTAL
GRAND TOTAL

15
1 32 minimum credits

'Taken concurrently with Pharmaceutical Care Rotations

' Students complete experiential rotations at various times during year, but register

for the rotations in the semesters listed.

School of Pharmacy

COURSE DESCRIPTIONS

FIRST YEAR COURSE DESCRIPTIONS

PHAR 5! I— Biochemistry I (2)— Fall Semester (Reynolds)
PHAR 521 — Biochemistry II (3) — Spring Semester (Reynolds)
A course of study which builds on the principles oi cell biology and genetics with
a systematic consideration of the chemical components and requirements of living
systems from the molecular to the cellular level. These fundamentals of biochemi-
cal structure, function and energetics provide a platform for comprehension of
pharmaceutical biotechnology, and for understanding determinants of disease, the
pathobiochemistry of organ systems, mechanisms of drug action and adverse reac-
tions and novel drug delivery systems.

PHAR 5 1 2— Cell Biology (2)— Fall Semester (Digate)
Introductory appreciation of the cell, the fundamental unit of the body. The inte-
gration of cell structure and molecular functions is developed with discussions of
topics such as the history of modern biology; the basic principles of cellular cytoar-
chitecture and organization; membrane functions; biochemical structure, func-
tions and energy conversion; cell-to-cell signaling; the flow of genetic information
from DNA to RNA to proteins; cell division; human and Mendelian genetics; and
human diversity.

PHAR 5 1 3— Drug Chemistry (2)— Fall Semester (Gallery)
A study of the principles of organic chemistry that comprise basic elements of phar-
maceutical science. The emphasis is on the relationship between molecular struc-
ture and chemical, physical and biophysical properties of systems that arise from
molecular interactions. The course provides a platform for comprehension of phar-
maceutical concerns such as the stability of drugs and drug products, the confor-
mation of bioactive proteins, the basis for drug-receptor interactions, the structure
of biological membranes, and major drug classes.

PHAR 5 14— Human Biology I (3)— Fall Semester (Eccles)
PHAR 524 — Human Biology 11 (3) — Spring Semester (Buterbaugh)
PHAR 534— Human Biology III (3)— Fall Semester,
Second Year (Kerr)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
erf complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The
anatomy, histology and physiology of the human body is organized by organ sys-
tems to include the integumentary, skeletal, muscular, nervous, endocrine, cardio-
vascular, lymphatic, respiratory, digestive, urinary and reproductive systems.

Doctor of Pharmacy (Pharm.D.) Program

PHAR 5 1 5 — Personal Management ( I ) — Fall Semester (Kinnard)
An introduction to the basic elements of social and administrative science under-
lying the practice of pharmacy. The student is introduced to state and federal laws
including those related to negligence, standards of practice, and dispensing. Orga-
nizational theories of management and leadership styles are contrasted.

PHAR 516 — Pharmacy Practice and Education (3) —
Fall Semester (Zuckerman)

This prefatory course introduces the new Doctor of Pharmacy student to the sci-
ence and profession of pharmacy. The evolution and implications of pharmaceuti-
cal care and the philosophical basis for the pharmacy curriculum are discussed.
Students are introduced to skills necessary for success during the four year curricu-
lum through the opportunity to critically evaluate problems, discuss ethical dilem-
mas, develop and apply computer and literature retrieval skills, and practice verbal
and written communication skills. The importance of independent and coopera-
tive learning activities is emphasized.

PHAR 5 1 7 — Study Design and Analysis (2) — Fall Semester (Dukes)
Students are introduced to the pivotal role of study design and statistical analysis
considerations in the design and evaluation of basic, clinical, epidemiological and
social science research. The course focuses on the proper design of studies with
emphasis on threats to internal validity and generalizability. A variety of descrip-
tive and inferential statistical procedures and methods are surveyed with emphasis
on the interpretation of the results of research.

PHAR 522— -Context of Health Care (3)— -Spring Semester (Palumbo)
Students actively develop a contemporary definition of health care and critically
examine the health care system with special emphasis on relevant legislation, tradi-
tional and nontraditional providers of health care, the organization and financing
of health care delivery, and the dynamics ot pharmaceutical care within the system,
riie social, legal and professional implications ot inh)rmatics and computer prolif-
eration in our society is discussed with special emphasis on pharmacy practice.

36 School of Pharmacy

PHAR 523 — Ethics In Pharmacy Practice ( I ) — Spring Semester (Love)
Introduction to the principles of ethical thinking. The philosophy of ethics and role
of formal codes of professional conduct are discussed in the context of resolving
conflicting ethical principals.

PHAR 525 — Immunology (2) — Spring Semester (Hayashi)
The natural and acquired protective mechanisms of the immune system are dis-
cussed with topics ranging from the structure, function and specificity of antibod-
ies; B-lymphocyte and T-lymphocyte functions; initiation and control of immune
responses; histocompatibility; and immune-mediated disease. The course is
designed to provide the student with sufficient knowledge of humoral and cellular
immunity to understand the role of the immune system in disease, the production
and use of vaccines and related biologicals, and the rapidly growing areas of trans-
fusion, transplant and tumor immunology.

PHAR 526 — Physical Chemistry (2) — Spring Semester (Guiles)
A study of selected principles of physical chemistry that comprise basic elements of
pharmaceutical science. The emphasis is placed on the relationship between mole-
cular structure and the physical and biophysical properties of systems that arise
from molecular interactions. The goal of the course is to apply the principles of
physical chemistry to the practice of pharmacy.

PHPC 527-lntroduction to Professional Practice (I) —
Fall/Spring Semesters (Oed) [Register during Spring Semester- 1st Year]
Students observe the practice of pharmacy in community, institutional, and spe-
cialty practice environments. Student analyze the types of services provided in each
setting and the personnel involved in the delivery of those services. Students learn
the basic elements of pharmaceutical care, including obtaining patient histories and
prescription dispensing. An important goal of this course is for students to identify
and assess career options in pharmacy practice. These activities are closely linked to
PHAR 516: Pharmacy Practice and Education and to a career pathway workshop.

SECOND YEAR COURSE DESCRIPTIONS

PHPC 532 — Longitudinal Pharmaceutical Care I (I) — Fall/Spring
Semesters (Rodriguez deBittner) [Register during Spring Semester-2nd Year]
Students observe the delivery of pharmaceutical care to patients over time. Partic-
ular attention is paid to assessing the changing needs of patients as health transi-
tions occur. Under the supervision of an experienced pharmacy practitioner,
students have regularly scheduled encounters with patients. Students learn how to
effectively collect information from a variety of sources, including the patient, and
prepare periodic health status reports. As students obtain knowledge and skills in
didactic courses (pharmaceutics, pharmacology, human biology), they learn to
explicidy apply such knowledge and skills to their patients.

Doctor of Pharmacy (Pharm.D.) Program

PHAR 533 — Microbiology I (2) — Fail Semester (Blomster)
PHAR 543 — Microbiology II (2) — Spring Semester (Blomster)
A systematic study of microbial morphology, biochemistry and physiolog)'. Major
classes of pathogenic bacteria, viruses, fungi and parasites are surveyed with
emphasis on mechanisms of pathogenicity', virulence and resistance. Microbial
genetics is discussed, including the role of this area in the development of modern
molecular biology and biotechnology. The course prepares the student for study
of the etiology and consequences of infectious disease, and the use of antibiotics
and other biologicals for their treatment.

PHAR 53 1 — Pharmaceutical Chemistry (2) — Fall Semester

(MacKerell)

A presentation of the basic chemical principles underlying the activity, absorption,
metabolism, excretion, physico-chemical properties and design of drug molecules,
culminating in a discussion of drug classes.

PHAR 535 — Pharmaceutics (3) — Spring Semester (Augsburger)
The application of fundamental principles and basic science knowledge to the mul-
tidimensional problems of the formulation, development, testing, production, dis-
tribution and administration of safe, effective, stable and reliable drug delivery
systems. These systems, ranging in sophistication from tablets and capsules to
biodegradable implants, are discussed using a problem-based approach that
focuses on the critical determinants for traditional and less-traditional routes of
drug administration.

PHAR 536— Pharmacology I (2)— Fall Semester (Weiner)

PHAR 546 — Pharmacology 11 (3) — Spring Semester (Weiner)

A systematic consideration of the molecular, cellular and organismic mechanisms

of drug action, organized by major drug classes. This course of study provides

knowledge of the mechanisms of drug action underlying their use in the treatment

of specific and general disease processes.

PHAR 537 — Principles of Drug Action (2) — Fall Semester

(Moreton/Hickey)

A study of the chemical and biological concepts which apply to the characteriza-
tion, evaluation and comparison of all drugs. Topics such as dose-response and
receptor theory, receptor transduction mechanisms, pharmacologic selectivity,
pharmacogeneric drug tolerance and dependence, drug allergy, drug resistance and
chemical mutagenesis, carcinogenesis and teratogenesis are discussed at the mole-
cular and cellular level. The physical, biological and chemical principles underly-
ing drug absorption, distribution, biotransformation and excretion are discussed
from the molecular to the organ level.

PHAR 541 — Biopharmaceutics and Pharmacokinetics (3) —
Fall Semester (Eddington)

In this course, the student learns how the processes of drug absorption, distribu-
tion, metabolism and excretion are coupled with dosage and the important para-

38 School of Pharmacy

meters of clearance, volume of distribution and bioavailability, to determine the
concentration of a drug at its sites of action in the body. The quantitative relation-
ship between dose and effect is developed as a framework with which to interpret
measurements of drug concentrations in biological fluids.

PHAR 542 — Clinical Chemistry (I) — Spring Semester

(Undie/Michocki)

Principles of analytical chemistry, clinical chemistry, enzyme assays, electrophore-
sis, radioactivity, magnetic resonance, biotechnology-based diagnostics and
biosensors, and immunoassay are examined. Emphasis is on the application of these
methods to the determination of drug concentrations in chemical and biological
systems, and health promotion and assessment. Students also have opportunities
to examine patient data and use commercially available diagnostic kits.

PHAR 544 — Medicinal Chemistry (3) — Fall/Spring Semesters

(Wright) [Register during spring semester]

A comprehensive study of the chemistry of drug products. The course outline will
follow the pharmacological classification of drug molecules, and will include dis-
cussion of chemical properties (physical and organic), stability, solubility, mecha-
nisms of action where appropriate, and structure-activity relationships. Where
possible, quantitative computer designed studies of drug development will be
mentioned.

PHAR 545 — Practice Management (3) — Spring Semester (Abramson)
Management principles are provided to construct a practical framework for the
operational management of a business of pharmacy. Elements addressed in this
course include: controllable and uncontrollable variables in a free market economy,
work flow analysis, accounting, budget development, purchasing, inventory con-
trol, quality assurance and third party reimbursement issues. The course also exam-
ines the current practical developments related to human resources management
through integrating information on organization behavior, psychology, economics
and law.

THIRD YEAR COURSE DESCRIPTIONS

PHAR 550 — Medical Information Analysis (I) — Fall Semester (Mays)

A course designed to familiarize students with the process of information collec-
tion, retrieval, analysis and interpretation. A variety of topics surrounding drug
information are covered including the drug approval process, role of drug infor-
mation in the health care system, the biomedical publishing process, adverse drug
reaction management, quality assurance and formulary management. The course
also further develops and refines verbal and written communication skills through
a variety of exercises.

Doctor of Pharmacy (Pharm.D.) Program

Dr. Magaly Rodriguez deBittner

PHAR 55 I — Drug Use Review (I) — Fall Semester (Rodriguez deBittner)
An examination of the review of physician prescribing, pharmacist dispensing and
patient use of drugs. A framework for this course is centered around the five steps
of drug use review which include: determining optimal drug use through the
process of criteria development; measuring or observing how drugs are actually
used; comparing actual with optimal use and noting any differences; developing
and implementing methods for effecting any change that is needed; and monitor-
ing the results of the program.

PHAR 552 — Principles of Human Nutrition ( I ) — Fall Semester, (Rosen)
This required course builds on materials in earlier coursework including Funda-
mentals, Basic Science and Pharmaceutical Science. The course focuses on the
preparation of pharmacists to deliver pharmaceutical care services related to
patients' nutritional needs. The course prepares the student to understand princi-
ples of nutrition in relation to contemporary public health issues and to treatment
of diseases and physiologic processes. The materials taught in this course are applied
and further developed in subsequent modules in the Integrated Science and Ther-
apeutics course sequence and in Longitudinal Care II.

PHAR 554, 555 — Integrated Science and Therapeutics (4,4) —

Fall Semester (D.ilby/Plaisancc)

PHAR 564, 565 — Integrated Science and Therapeutics (4,4) —

Spring Semester (Love/Buterbaugh)

Basic and clinical science faculty interact with students during a variety of didactic

and laboratory experiences as students learn to design, implement and monitor

pharmaceutical care plans for specific patients with specific diseases. Methods for

the choice of drug product, definition of the specific goals of therapy, including the

means to assess whether these goals are being achieved, and active intervention steps

at the patient, prescriber, health care system and population levels to ensure suc-

School of Pharmacy

cessful outcomes of drug therapy are developed. The courses are organized accord-
ing to the major physiological systems of the human body, and the disease states
commonly associated with them and encountered and observed by the pharmacy
practitioner in a variety of community and institutional practice settings. A goal of
these courses is to prepare our graduates to be better able to integrate new scientific
knowledge into the successful pharmaceutical care of patients and the reduction of
the cost of health care to patients and society. The knowledge and behaviors
acquired during these courses prepare the student for the community and institu-
tional pharmaceutical care rotations of the experiential learning program of the cur-
riculum.

PHPC 562 — Longitudinal Pharmaceutical Care II (I) — Fall/Spring
Semesters (Rodriguez deBittner) [Register during Spring Semester-Third Year]
This course is a continuation of PHAR 532: Longitudinal Care I. Students have
periodic encounters with previously assigned patients. Students learn to assess drug
therapy problems and develop pharmaceutical care plans. Particular attention is
given to the needs of patients during health transitions. These experiential activi-
ties are closely linked throughout the third year to the didactic activities in the Inte-
grated Science and Therapeutics series of courses.

FOURTH YEAR COURSE DESCRIPTIONS

PHPC 570 — Community Distributive Services (3)
PHPC 571 — Institutional Distributive Services (3).

(Register during Fall Semester- Fourth Year)

These required professional practice experiences may be taken anytime after the
successful completion of the second year. These rotations may be completed dur-
ing the summer following the second year, during the winter session of the third

Doctor of Pharmacy (Pharm.D.) Program 4 1

year, or during the summer following the third year. Each rotation is a four-week,
full-time structured program of intensive skills development related to the distrib-
utive aspects of communit)' and institutional pharmacy. Students will learn to com-
petently and efficiently perform the technical functions of drug dispensing.
Students learn to effectively use technology as a tool in drug distribution. The roles
of support personnel and methods of supervision are explored. Mechanisms for
assuring the quality and accuracy of the drug distribution process are emphasized.

PHPC 572— Pharmaceutical Care I (3)
PHPC 573— Pharmaceutical Care II (3)
PHPC 574— Pharmaceutical Care III (3)
PHPC 575— Pharmaceutical Care IV (3)

(Register during Fall Semester-Fourth Year)

Prerequisites: PHPC 570-Community Distributive Services, PHPC 571 -Institu-
tional Distributive Services, and successful completion of the Integrated Science
and Therapeutics course series. This series of required professional practice experi-
ences is designed for the student to obtain extensive experience in the delivery of
pharmaceutical care in a variety of direct patient care settings. Students gain skill
through daily one-on-one interactions with patients, care givers, physicians, nurses
and other health care professionals. Each four week rotation is completed on a full-
time basis. Of these four rotations, at least one must be completed in an acute care
hospital setting and one in a community setting. Although each site will differ in
terms of the patient population, disease acuity, scope of practice, resources and
availability of patient-specific data, students will take responsibility for drug ther-
apy outcomes. Students will learn to: 1) collect and record patient specific data,
2) identify, list and assess drug-related problems, 3) develop and record pharma-
ceutical care plans, 4) educate patients and health care professionals regarding the
appropriate use of drugs, and 5) measure and document patient outcomes. These
activities are closely linked to PHPC 576-Ambulatory Clinic and concurrent with
PHPC 577-Informational Ser\'ices.

PHPC 576 — Ambulatory Clinic (I) (Register during Fall Semester-Fourth

Year)

Prerequisites: PHPC 570-Community Distributive Services, PHPC 571 -Institu-
tional Distributive Services, and successful completion of the Integrated Science
and Therapeutics course series. This series of required experiences are normally
taken concurrently with the Pharmaceutical Care rotations (PHPC 572, 573, 574,
and 575). A total of 16 half-day experiences are required for a total of 64 clock
hours. Following the pharmaceutical care model, students will conduct patient
interviews, perform appropriate pharmacotherapy-oricnted physical assessments,
order appropriate laboratory tests, initiate and/or change drug therapy regimens
and conduct patient follow-up.

PHPC 577 — Informational Services (2) (Register during Fall Semester-
Fourth Year)

Prerequisite: Successful completion of PHAR 550-Medical Information Analysis.
This course must be taken concurrently with the Pharmaceutical ('are rotations

42 School of Pharmacy

Dr. Gary HoUenbeck assists David London

(PHPC 572, 573, 574, and 575). During the course of daily activities on Pharma-
ceutical Care and Ambulatory Clinic rotations, students learn how to receive drug
information questions in a comprehensive manner, conduct timely and thorough
literature searches, evaluate sources of information and provide appropriate
responses. Students are also expected to subscribe to an affordable abstracting ser-
vice and develop a personal information library.

PHAR 580 — Pharmacy Law (2) — Spring Semester (Palumbo)
An examination of the legal and regulatory issues pertaining to drugs and devices
and the practice of pharmacy. Students learn the various laws and regulations which
would govern their usual daily activities in a variety of practice sites.

PHAR 581 — Senior Colloquium (I) — Spring Semester (Digate)
Students deliver oral presentations to share some aspect of their educational expe-
rience, practice aspirations or career goals with their student peers and the faculty.
This forum facilitates discussions fostering a critical examination of each student's
formal education in the context of the practice of pharmaceutical care.

ELECTIVE COURSES

The elective didactic (PHMY) and experiential (PHEX) courses currently offered
by the School of Pharmacy are described below. In general, higher course numbers
indicate courses with important prerequisite requirements, and are designed for
later years of the curriculum. Prerequisites for most electives include consent of the
instructor and the student's advisor. Some electives are offered in either the fall or
spring semesters and some are offered both semesters. Refer to the class schedule
when making course selections.

Doctor of Pharmacy (Pharm.D.) Program

PHMY 510 — Advanced Educational Opportunities (I) (Gallery)
This elective program provides students who may be interested in graduate school
or research careers with knowledge and information about various advanced edu-
cational opportunities in the curriculum. Aspects of careers which require advanced
study are described by individuals in those career areas, and by students currently
enrolled in them. Students enrolled in this course receive diverse perspectives relat-
ing to goals, training, functions, settings and opportunities in research in the phar-
maceutical sciences and pharmacy practice areas.

PHMY 5 1 8— Drug Abuse Education ( I -3) (Tommasello)
Practice and training in the dissemination of drug information, especially drug
abuse information to the public, are linked to the activities of the Student Com-
mittee on Drug Abuse Education (SCODAE). Students complete a 10-hour train-
ing session, observe community education programs presented by SCODAE,
present several programs and prepare a written report on a timely topic in the area
of chemical dependence.

PHMY 521— History of Pharmacy (I)

A course which explores the historical development of pharmacy practice and
medicines.

PHMY 522— Business Plan Development (2) (Oed)

An elective course lor students interested in ownership or management ol their own
pharmacy practice emphasizing the practical problems associated with establishing
a new business or expanding an existing enterprise. Location and market analysis,
target marketing, revenue and expense projections and estimation of capital
requirements are among the topics covered.

PHMY 523— Advanced First Aid (3) (Melton)
Advanced first aid and emergency care including CPR.

PHMY 524 — Computers and their Applications to Pharmacy (2)

An advanced course in using computer software. Students complete a series ot com-
puter-based projects that illustrate how software can enhance various aspects of
pharmacy practice.

PHMY 528 — Selected Topics in Geriatrics and Gerontology (1-3)

(Feinbcrg)

This course provides an educational experience through investigating areas of geri-
atrics and gerontology with the school's Center for the Study of Pharmacy and
Therapeutics for the Elderly. Includes elder-visitation, during which students select
an elderly person living in the community and track their pharmaceutical care
needs. Guided discussions in school address problems/solutions to elder health care.

PHMY 529 — Special Group Studies (var. I -5). Repeatable up to 1 2 credits.
An oninilnis course [icriniitiiig experimentation with ncworditterent subject mat-
ter and/or instructional approaches.

44 School of Pharmacy

PHMY 537 — Clinical Aspects of Drug Dependence (2) (Tommasello)
This course familiarizes students with the cHnical aspects of chemical dependence.
Special emphasis is placed on the pharmacology of commonly abused psychoactive
substances and the role of pharmacological supports in the treatment of addiction.

PHMY 539 — Special Projects (var. 1-3). Repeatable up to 12 credits.
Independent investigations consisting of library or laboratory research, seminars or
other assignments appropriate to the problem investigated.

PHMY 54 1 — Introduction to the Poison Center ( I ) (Anderson)
The Maryland Poison Center, a division of the School of Pharmacy, provides emer-
gency poison information 24 hours a day to the general public and health profes-
sionals. Pharmacists play an extremely important role in the Poison Center's
operation. The center serves an educational function for students at UMAB. This
course provides students the opportunity to observe and be involved in a clinically
oriented pharmacy practice setting early in their education. Students learn about
the Poison Center's operation and resources and the potential for pharmacist par-
ticipation in this area of patient care. The course consists of discussion sessions,
activities in the Maryland Poison Center, role playing, and laboratories on toxicol-
ogy resources and communication skills. Students present a home management
and a hospital management drug overdose case.

PHMY 542 — Cosmetics Preparations (2) (Augsburger)
This course is designed to stimulate student thought in the field of cosmetic science
and technology. Upon completion of the course, the student will be able to discern
among the various health benefit claims made by cosmetic preparations, and help
consumers select appropriate products. Historical perspectives, as well as modern
concepts of cosmetic formulation, composition, manufacture, promotion, and uti-
lization are presented. During laboratory sessions, ingredient functionality and
manufacturing processes are discussed, and students prepare representative cos-
metic formulations.

PHMY 543 — Honors Seminar in Pharmacy Administration ( I )

(S. Speedie)

A survey of current literature in the general area of pharmacy practice and admin-
istrative science. Each week, a recently published paper related to the economic,
social, behavioral or education aspects of pharmacy is discussed and evaluated. Spe-
cial student research projects may also be undertaken.

PHMY 550— Adverse Drug Reactions (2) (Michocki)
Focus is on the clinical manifestations and incidence of drug reactions, systems
affected, differentiation among idiosyncratic reactions, hypersensitivity reactions,
extensions of pharmacologic action and assessment of drug reaction literature.

PHMY 551 — Recent Advances in Pharmacology ( I ) (Kim)

The objective of this course is to present advances in pharmacology and toxicology.

Sessions emphasize experimental and clinical findings, their interpretation and sig-

Doctor of Pharmacy (Pharm.D.) Program 45

nificance in relation to basic and applied aspects of pharmacology and toxicology.
Attention is also given to experimental design and methodology of the studies in
question.

PHMY 552— Pharmacology and Aging (i) (Werner)

This course presents advances in our understanding of variations in drug response
in the aging population. The course is designed to give students an appreciation for
the basic physiological and biomedical changes which normally occur with aging,
and how these changes relate to altered pharmacodynamic and pharmacokinetic
responses following drug administration. Basic and clinical pharmacologic studies
are used to support the conclusions presented.

PHMY 553 — Consumer Education Program for Older Adults (2) (Nagle)
The urgent need for pharmacists to become more involved with the health care of
the elderly is well documented. This course trains students to educate the elderly
about drugs and drug taking. Students benefit from the didactic and applied aspects
of the course, since they must first learn about the special needs of the elderly and
then actually interact with the elderly both in large groups and on a one-on-one
basis.

PHMY 554— Health Education Seminar (2) (Fedder)
Health education is the scientific process designed to promote the health of indi-
viduals and groups using educational strategies to achieve voluntary behavioral
change. The objective of the course is to prepare students to become effective health
educators to patients, other health practitioners and/or the community. The theo-
retical and conceptual frameworks upon which the discipline is based are fully
developed. Students learn the techniques of behavioral and educational diagnosis
and their application in the development of educational intervention.

PHMY 555— Novel Drug Delivery (2) (Hollenbeck)

A study of specialized formulations, dosage forms and drug delivery systems. The
goal of the course is to enable students to make decisions about the appropriate use
of novel drug delivery systems from an integrated science and practice perspective,
basing the decisions on the physical, chemical, therapeutic and economic attributes
of these systems.

PHMY 556, 557— Advanced Pharmacology (2,2) (Moreton/Kim)
This course expands and extends the pharmacology material learned in the required
courses PHAR 536 and 546. Discussion of the assigned topics and review of orig-
inal papers represent a two-hour weekly session. These sessions include graduate
students in Pharmaceutical Sciences/Pharmacology and Foxicology.

PHMY 560— The Pharmacist in the Critical Care Setting (I) (Hassan)

Identifies and discusses the role of the pharmacist in various critical care settings.
The student will be able to see how critical care pharmacy has evolved to comple-
ment the medical and nursing management of the critically ill patient.

School of Pharmacy

PHMY 561 — Advanced Therapeutics Seminar (3) (Roffman)
An advanced course dealing with complex drug therapy decision-making utilizing
case presentations and current literature. Requires active student participation in
resolution of therapeutic controversies.

PHMY 562— Clinical Pharmacokinetics (2) (Reiss)

Provides the student with the didactic training and skills necessary to conduct clin-
ical pharmacokinetic consultation.

PHMY 563 — Pharmacotherapeutic Issues in
the Critically III Patient (2)

This course is designed as an elective seminar for students interested in the area of
critical care pharmacotherapy. Topics include a wide scope of disease states and
drug issues frequently encountered in an ICU setting. The presentation of these
topics will identify the pharmacologic aims and controversies in the management
of a particular topic, while simultaneously underscoring the complexities of drug
therapy in the critically ill patient, which may lead to untoward reactions or sub-
optimal care.

PHMY 564, 565— Institutional Pharmacy I and 11 (2, 2)

Fundamentals of institutional pharmacy practice and administration with empha-
sis on hospital and nursing homes. Includes physical facilities, standards, purchas-
ing, formulary implementation, record keeping, drug distribution and control
systems.

PHMY 566— Orthotics Seminar (I) (Fedder)

This course introduces students to the management of patients with orthopedic
problems and prepares them with entry level skills to counsel and fit orthopedic
appliances (orthoses). Fitting and educational techniques are demonstrated and
students are trained in fitting a range of both rigid and flexible orthoses.

Doctor of Pharmacy (Pharm.D.) Program

PHMY 567— Advanced Cardiac Life Support (2) (Roffman)
This course focuses on the role of the pharmacist in the setting of cardiac arrest. A
lecture format covers the pathophysiology, epidemiology, therapeutic goals and
treatment modalities in cardiac arrest as described by the Standards and Guidelines
developed by the National Conference on Cardiopulmonary Resuscitation and
Emergency Cardiac Care. Topics include the role of the pharmacist on the cardiac
arrest team, an in-depth discussion of the role of pharmacologic intervention, tech-
niques of basic and advanced cardiac life support and post-resuscitative care.

PHMY 570 — Current Topics in Infectious Disease (I) (M. Speedie/
Plaisance)

This course is intended to provide a forum for discussion of current and contro-
versial aspects of infectious disease therapy. Each student selects a new or contro-
versial area of infectious disease therapeutics and prepares a one-hour
lecture/discussion of that topic. Each student is expected to read selected back-
ground material and contribute to the discussion of the topic. Audiovisual aids
and/or handouts are encouraged.

PHMY 571— Parenteral Therapy (2)

A comprehensive review of all aspects of parenteral therapy including planning,
organizing and implementing an IV admixture program, preparation of sterile
products, basic concepts of fluid balance and dosage state, blood products, par-
enteral nutrition, and chemotherapy and biotechnology products.

PHMY 580— Drugs and Public Policy (2) (Palumbo)

An examination of public policy issues related to drug use in our society. Cases,
small group discussions and outside experts will be used to analyze contemporary
issues effecting pharmacy and health care.

PHEX 550— Parenteral Nutrition (3)

A clinical experience designed to provide students with knowledge and experience
in the design and monitoring of parenteral nutrition therapy.

PHEX 55 1 — Drug Information Clerkship (2)

A clerkship designed to familiarize students with resources, develop their ability to
search primary, secondary and tertiary sources, retrieve, analyze and interpret the
medical literature, and to refine written and verbal communication skills.

PHEX 552 — Poison Information (3)

A clerkship in the Maryland Poison Center providing students experience in pro-
viding poison information and consultation in clinical toxicology.

PHEX 560— Inpatient Medicine (3)

An experiential rotation designed to provide students with extensive experience in
dealing with the drug therapy problems of hospitalized patients in general medical
areas.

School of Pharmacy

PHEX 56 1 —Ambulatory Care ( I -3)

This experiential rotation supplements PHPC 576: Ambulatory Clinic of the
required curriculum. Students gain additional experience working in an interdisci-
plinary ambulatory health care delivery system with practicing clinical pharmacists
and participating in the evaluation, implementation and monitoring of ambulatory
clinic drug therapy.

PHEX 562 — Clinical Pharmacokinetics Clerkship (3)

An experiential rotation providing education and training on adaptive control of
drug therapy by integration of pharmacokinetics, pharmacodynamics, pathophys-
iology and patient data.

PHEX 563—586 (2 credits each)

Elective experiences in pharmacy subspecialty areas approved and designed by a site
preceptor and the student's advisor.

PHEX 563— Administration

PHEX 564— Cardiology

PHEX 565 — Critical Care/Shock Trauma

PHEX 566— Critical Care/MICU

PHEX 567 — Diabetes Care Management

PHEX 570 — Food and Drug Administration

PHEX 57! — Gastrointestinal Surgery

PHEX 572 — Geriatric Pharmacy Services

PHEX 573— Home Health Care

PHEX 574— Infectious Disease

PHEX 575— Infectious Disease/HIV

PHEX 576— Oncology

PHEX 577 — Oncology/Infectious Disease

PHEX 580— Oncology/TPN

PHEX 581— Oncology/Research

Doctor of Pharmacy (Pharm.D.) Program 49

Dr. Madeline Feinberg counsels a patient about her medications

PHEX 582— Pediatrics

PHEX 583 — Radiopharmacy

PHEX 584 — Chemical Dependence Treatment

PHEX 585 — Chemical Dependence Research

PHEX 586— Veterinary Medicine

PHEX 589— Special Studies (2-3). Repeatable up to 12.
Omnibus course permitting development with new experiential electives or addi
tional subspecialty practice area elective rotations.

School of Pharmacy

Nontraditional Pathway

DESCRIPTION

The nontraditional Pharm.D. pathway is a mechanism for Hcensed B.S. pharma-
cists to earn the Doctor of Pharmacy degree. All graduates will be required to meet
the terminal performance outcomes of the school's Pharm.D. program. Satisfying
these terminal objectives takes at least 30 credits of coursework. Since each non-
traditional student brings to the program a different level of practical experience,
knowledge and skill developed throughout a practice career, a system of Prior
Learning Assessment (PLA) has been developed to individualize a program of study
and award credit(s) (0-10) when appropriate.

A faculty mentor will work with each student to design a program based on
input from prior learning assessment. It should be noted that the awarding of credit
through assessment of prior learning does not exempt a participant from responsi-
bility for any of the process or knowledge-based outcomes of the program. Experi-
ential learning will be centered in the pharmacist's own practice site, under the
supervision of a faculty mentor, and utilizing the pharmacist's own patients. Some
clerkship experience is required at other sites. The mentor will also work closely
with each pharmacist to identify an appropriate mix of patients and to develop an
appropriate experience component that will meet individual and pathway needs.

Credits in the nontraditional Pharm.D. pathway may be earned by taking
courses from a menu approved by the faculty, through supervised experiential
learning, by approved self-study with appropriate assessment and/or through PLA.
The foundation of the nontraditional Pharm.D. pathway is established in the core
courses: i.e., the philosophy of the program is developed; the concepts, procedures
and skills of pharmaceutical care delivery are defined and demonstrated; and a per-
sonal documentation of prior learning is developed.

Required courses in the pathway include an in-depth treatment of thera-
peutics for prevalent diseases specific to the practice site, so that the pharmacists are
prepared to provide pharmaceutical care services. Candidates will demonstrate the
ability to manage a practice fiscally and behaviorally; to measure value of service(s)
and establish fees and reimbursement policies; and to market and promote phar-
maceutical care services.

Courses are offered at the University of Maryland at Baltimore campus in
downtown Baltimore, and selected courses may be offered through distance
education facilities throughout the state. Classes are planned for the fall, spring
and summer semesters; however, first year students will always begin in the fall
semester.

Doctor of Pharmacy (Pharm.D.) Program

ADMISSIONS PROCESS

Application Deadline: April 1st

In order to be considered for admission to the nontraditional pathway, B.S. phar-
macists (including pharmacists who graduated from international institutions)
must:

• Be licensed in Maryland, the District of Columbia, or an adjacent state.

• Practice in Maryland, the District of Columbia or areas of surrounding
states so that they have access to the pathway's mentoring system.

• Provide confirmation that they have access to patients for the purpose
of meeting pathway requirements.

Once pharmacists have demonstrated that they meet these three criteria, they
will be considered for admission. A description oi required documentation and
other elements of the admissions process will be provided in the application packet.
Because of the highly interactive nature of the pathway, the school cannot accom-
modate more than 60 new students each year.

PROGRAM REQUIREMENTS

In addition to course work, the credit requirements of the nontraditional Pharm.D.
pathway may be partially met through the following options:

TRANSFER

Nontraditional students may transfer up to six (6) credit hours ol previous course
work toward meeting the pathway requirements. This coursework must have been
completed after the pharmacists have received their B.S. degrees and must be
earned at an accredited university. The course work must also relate directly to cur-
ricular components of the nontraditional Pharm.D. pathway. Identification of
potential transfer courses is done at the time of admission, or later if appropriate,
through consultation between the student and the pathway coordinator. (Note: It
is not possible to obtain additional PLA credit for transfer courses.)

PRIOR LEARNING ASSESSMENT (PLA)

The PLA process provides a mechanism through which credit may be earned. To
be eligible for PLA credit, students must complete the course Prior Learning Assess-
ment in Pharmacy Practice, have their portfolio evaluated by the PLA panel, and
have a credit recommendation from the panel approved by the faculty. The PLA
panel is comprised of school faculty and pharmacy practitioners. A maximum ol
10 credits may be earned through this process. Credits are partitioned into four
areas: Practice Management Planning (0-1); Community/Institutional Pharma-
ceutical Care (0-1); Pharmacotherapeutics (0-4); and Practice Management (0-4).
These four areas correspond directly to curriculum components. The panel has
developed assessment instruments for each of these areas.

52 School of Pharmacy

All credits awarded by PLA will be confirmed during the Experiential Learn-
ing Activities us part of the evaluation of the terminal performance objectives. Cred-
its awarded in Practice Management will be confirmed by the preparation of a set
of practice management plans, consistent with outcome measures of the experien-
tial learning course, Practice Management Planning. Credits awarded in Pharma-
cotherapeutics will be confirmed for each disease topic for which credit was
received, using the seven explicit learning outcomes that form the basis for the PLA
evaluation.

Upon awarding credit, the PLA panel will record a list of therapeutic topics
to be confirmed as part of the experiential learning activities. Students and their
mentors will be instructed that confirmation may be accomplished in any of the
experiential learning courses, but must be completed prior to graduation from the
program.

At the time when the student is ready to enter the final experiential learning
clerkship (Community or Institutional Pharmaceutical Care) this list will be re-
examined and completion of any disease topic that has not been confirmed will be
required as part of this course.

CREDIT BY EXAMINATION

The university permits a credit by examination process for a course. Information
about test-out options is provided by each coursemaster. A student who success-
fully completes the entire course by examination may register for credit by exami-
nation in the specific area; the current cost to the student is $175 per course. Upon
approval of the coursemaster, a student who successfully completes a discrete sec-
tion of the examination may not be required to attend all class sessions and/or mod-
ules. In this case, the student must still register for the course and the results of the
examination will be factored into the grade determination.

COURSE DESCRIPTIONS

Pharmacists entering the nontraditional pathway select one of two tracks based on
the following broad classification: practice in community or organized health care
settings. Presented below are detailed course descriptions for each course.

PRINCIPLES OF PHARMACEUTICAL CARE

PHNT 501 — Principles of Pharmaceutical Care in Community
Practice (3) (Kerr)

This course focuses on the processes involved in the delivery of pharmaceutical care
by community pharmacists to patients with selected common disease states. Learn-
ing experiences include: development of a personal drug information library and
provision of answers to questions from other health professionals and patients; eval-
uation of appropriateness of drug use; assessment of patients' drug therapies includ-

Nontraditional Pathway 53

ing therapeutic response and possible adverse drug events; and development of
action plans for deliver)' of specific patient ser\'ices.

PHNT 502 — Principles of Pharmaceutical Care in Organized Health
Care Settings (3) (Finley)

The processes involved in the delivery of pharmaceutical care in organized health
care settings are the focus of this course. Through the use of common disease state
examples (e.g., pain management, pneumonias, lung cancer) students participate
in a series of class discussions, case studies, selected reading assignments and pro-
jects which demonstrate processes which are fundamental to the deliver)' of phar-
maceutical care. These processes include both programmatic (e.g., drug
information, adverse drug reaction reporting and monitoring, formulary manage-
ment, DUE, development of process and outcome indicators to apply quality
improvement strategies to patient care) and patient-specific (e.g., symptom assess-
ment, database development and interpretation, discharge counseling, monitoring,
and care plan implementation) efforts which the student can apply in their own
practice setting

THERAPEUTICS

PHNT 503 — Ambulatory Therapeutics in Community Practice (3)

(Kerr)

This course addresses the pharmacotherapy of common ambulatory drug therapy
problems and the development and monitoring of pharmaceutical care plans for
patients with these problems. Learning experiences include discussions of pharma-
cotherapy (both prescription and non-prescription), case study analysis, triage deci-
sion making and development of care plans. These experiences are focused on the
participant's own pharmacy practice. Topics covered include Gastrointestinal
Therapeutics, Cardiovascular Therapeutics, Principle of Oncology, Pain Manage-
ment, Ambulatory Infectious Disease, Osteoporosis and Menopause.

PHNT 504— Acute Care Therapeutics (3) (Hassan)

This course addresses the pharmacotherapy problems that occur primarily in acute
care and organized health care settings, and the development and monitoring of
pharmaceutical care plans for patients with these problems. Learning experiences
include discussions of pharmacotherapy, case study analysis, adverse drug reaction
analysis, discharge and transition of care planning, and development of care plans.
These experiences are focused on the participant's own pharmacy practice. Topics
include Gastrointestinal Therapeutics, Cardiovascular Therapeutics, Infectious
Diseases, Cancer Chemotherapy and Endocrinology.

PRIOR LEARNING ASSESSMENT

PHNT 505 — Prior Leaning Assessment of Pharmacy Practice (2)

(iVkl'iK-rson)

Ihe objective of the course is to generate a documented compilation ol a candi-

54 School of Pharmacy

date's learning experiences and accomplishments - the Prior Learning Assessment
(PLA) Portfolio - to be used to: identify strengths and weaknesses, individualize the
learning plan, validate credits that satisfy program requirements, and grant acade-
mic credit when appropriate. The Portfolio, a requisite for matriculation in the non-
traditional Pharm.D. pathway, will be developed under the direction of the
coursemaster. Completion of the Portfolio is a requirement for the course. Evalua-
tion of the Portfolio for the purposes of individualized curriculum development and
the awarding of academic credit(s) (0-10) is conducted by a practitioner/faculty
panel.

PRINCIPLES OF LITERATURE EVALUATJION

PHNT 506 — Principles of Literature Evaluation (2)

The goal of this course is to enable practitioners to critically read primary literature
and apply the knowledge to the pharmaceutical care models developed in their
practices.

INTEGRATED PHARMACEUTICAL SCIENCES

The scientific foundation of pharmacy practice is growing and changing at an ever
increasing rate. While it is not possible for anyone to assimilate all of these changes,
pharmacists must have the ability to apply new knowledge to help solve therapeu-
tic problems and to comprehend new developments in science related to pharma-
ceutical care. The integrated pharmaceutical sciences component of the curriculum
addresses this issue. Either of the following courses may be taken to satisfy this path-
way requirement.

PHNT 507 — Integrated Pharmaceutical Sciences Seminar (2)

The goal of this course is to further educate students in different areas of the phar-
maceutical sciences and to help them use their scientific knowledge to understand

Nontraditional Pathway 55

current issues. It will not provide a pharmaceutical science curriculum identical to
that experienced by traditional students, but will expand their knowledge of the sci-
ences and provide in-depth examples of pharmaceutical science topics relevant to
the student's pharmaceutical care setting. Students research a topic, write a paper
with a focus on the relevance to their area of practice and present a 30-45 minute
seminar followed by class discussion. The topics are chosen from a list provided by
the coursemaster or proposed by the student with coursemaster approval, and are
driven by topics in current lay and/or scientific literature.

PHNT 5 1 0 — Novel Drug Delivery Systems (2) (Hollenbeck/McPherson)
To enable students to make decisions about the appropriate use of novel drug deliv-
ery systems from an integrated science and practice perspective, basing the deci-
sions on the physical, chemical, therapeutic and economic attributes of these
systems. After completion of this course, the pharmacist will be able to: Describe
the biophysical rationale and attributes of selected novel drug delivery systems;
Implement appropriate storage and distribution procedures to insure stability of
the bioactive agent(s) and stability of the drug release mechanism; Critically eval-
uate claims made for a novel drug delivery system; Provide a recommendation for
or against the use of a specific drug delivery system for a specific patient's therapy,
to a prescriber, on a rational scientific and therapeutic basis; Counsel patients with
regard to the appropriate use of each delivery system.

PHARMACOTHERAPEUTICS

PHNT 540 — Pharmacotherapeutlcs (4) (Vanderhaven)
Each student in this course is to meet the learning objectives set forth for six units
to assure breadth of content. These units are in addition to those topics covered in
the initial core coursework (e.g., Principles of Pharmaceutical Care and Therapeu-
tics). Other units may be included or developed x.o meet specific individual or path-
way needs.

Unitl: ARTHRITIS

Unit II: NEPHROLOGY

Unit III: NEUROPSYCH

Unit IV: HEMA TOLOGY

Unit V: AIDS

Unit VI: DERMATOLOGY

Unit VH: OPHTHALMOLOGY

Unit VIII: RESPIRA TORY DISEASE

Unit IX: INFECTIOUS DISEASES II

UnitX: ONCOLOGYII

School of Pharmacy

I

Studetns Mania Benjamin and Jenifer Fan work w/Preceptor Diane Whi,

PRACTICE MANAGEMENT

PHNT 51 I — Practice Management (4) (Fedder)

Practice Management is composed of four modules: Financial Management, Prin-
ciples of Management, Marketing and Managing Pharmaceutical Care Services.
These modules are designed to prepare the student for the practice management
experiential component and to facilitate the student's ability to provide well-
rounded management of their practice. These credits may be earned by traditional
coursework, self-study or other faculty approved modalities identified with the stu-
dent's advisor. When appropriate, credits in this area may be awarded through the
PLA process.

EXPERIENTIAL LEARNING

Starting early in the required courses, students will develop a representative patient
population in their practice site to be followed during the program and in the per-
formance-based evaluation in the final clerkship. Beginning with the initial patient
identified as a study case, students will learn to triage, develop explicit pharmaceu-
tical care plans and initiate the patient management process. As they proceed, a lon-
gitudinal process will be used to monitor and assess their progress in practice.

Typically a faculty mentor will be assigned to each student to periodically
assess the student's progress and provide continuous feedback. Some on-site obser-
vations will be conducted by the faculty mentor or his/her assignee. Since imple-
mentation of a new service should be cost effective, students will develop a resource
assessment — e.g., personnel needs, space, equipment — propose a structure for
compensation, and provide a marketing plan for the practice site.

Nontraditional Pathway

While the central philosophy of the experiential learning program is to pro-
vide for an impact on patients in the pharmacist's own practice, it is anticipated
that it will not always be possible to completely meet experiential learning objec-
tives at that site. When it is necessary for exposure to the delivery of pharmaceuti-
cal care services at other practice sites, every effort will be made to schedule these
visitations at convenient times.

PHNT 521— Longitudinal Care (I) (McPherson)

This experiential course focuses on assessing the health status of a cohort of patients
in the student's own practice, developing health status reports, and participating in
the management of pharmaceutical care needs of these patients during health tran-
sitions. Selected patients have health care problems (such as congestive heart fail-
ure, AIDS, cancer or problems with aging) that are likely to result in health
transitions requiring changing pharmaceutical care needs including changes in
drug therapy, health education, patient counseling and physical environment (e.g. ,
home, long term care, hospital). It is expected that students commit a minimum of
approximately 45 hours (e.g., an average of about 3 hours per week over a semes-
ter or 1.5 hours per week over an academic year) to experiential activities in this
course at their own practice site. Students are expected to apply skills from this
course in subsequent Pharmaceutical Care experiential coursework.

PHNT 531 — Practice Management Planning (2) (Fedder)
Practice Management Planning will focus on the application of management prin-
ciples to a pharmaceutical care service. The course will provide an opportunity for
the student to develop and write a plan defining and justifying a pharmaceutical
care service and an opportunity for implementing the plan.

PHNT 532— Patient Assessment Skills (I) (Michocki)
This experiential course focuses on the student acquiring skills necessary to obtain
general pharmaceutical care data bases and problem-oriented data bases from
patients. Acquired skills include both history-taking and physical assessment.
Learning experiences include faculty demonstrations, videos, simulations and
patient encounters. The course has six to seven four-hour workshop sessions and
one clinic session with a mentor to practice acquired skills in a supervised environ-
ment. Students are expected to apply and practice skills from this course in the pro-
gram's other experiential courses.

PHNT 534 — Clinic or Institutional Assignment (I) (McPherson)
Activities in this course include supervised development of pharmaceutical care
plans, triage decision making, discharge/transition planning and patient counsel-
ing. Students are assigned to a total of 15 three-hour faculty supervised pharma-
ceutical care sessions. Students whose area of interest is ambulatory practice are
assigned to 1 1 three-hour Pharmacotherapy-Medication Refill Clinic sessions and
four hospital-based three-hour Pharmaceutical Care Rounds sessions. Students
whose area of interest is in organized or institutional health care are assigned to 1 1
hospital-based Pharmaceutical Care Rounds sessions and four Pharmacotherapy-
Medication Refill Clinic sessions.

58 School of Pharmacy

PHNT 536 — Drug Information Experience (I) (Mays)

Pharmacists acquire and apply drug information skills in their own practice. Stu-
dents will develop and attain their own drug information library, access appropri-
ate drug information databases, and utilize appropriate pharmaceutical and
medical literature to prepare drug information reports. Assignments are made
based upon the needs of the patients in the student's practice and the organizational
needs of the practice site.

Students usually enroll in this course concurrently with their Pharmaceuti-
cal Care and/or Longitudinal Pharmaceutical Care experiential course(s). It is
expected that students commit a minimum of 45 hours to this course spread out
over one or two semesters (an average of one and a half to three hours per week). It
is preferable for students to link their drug information activities to their activities
in the concurrent experiential course(s).

PHNT 560 — Community or Institutional Pharmaceutical Care (4)

(McPherson)

Pharmacists obtain and apply the skills to deliver pharmaceutical care services to
patients in their own practice. Students develop and implement Triage Plans, Phar-
maceutical Care Plans, and Transition Plans for a cohort of patients (in addition to
the patients accumulated during the Longitudinal Care experience) in their own
practice. Patients selected for plan development and implementation must have at
least two pharmaceutical care or pharmacotherapy problems.

Students communicate these plans to other health care professionals, moni-
tor the response of patients to these plans, make any necessary modifications, and
assess health outcomes resulting from their plans. It is expected that students com-
mit a minimum of approximately 1 80 hours (an average of about six hours per week
over two semesters) to activities related to this course.

During this course, students will be held accountable for application of phar-
macotherapy topics acquired through Prior Learning Assessment and the didactic
Pharmacotherapeutics course. Students completing this course are expected to be
able to demonstrate the nontraditional Pharm.D. pathway's terminal performance
objectives related to implementation of pharmaceutical care services in their own
practice site.

Nontraditional Pathway

Academic Information

ACADEMIC SESSIONS

The School of Pharmacy operates on a four semester calendar. The fall term, four
months long, begins immediately after Labor Day and runs to the Christmas recess.
A three week winter minimester in January allows students to avail themselves of
tutorial services or elective courses. The spring term, four months long, begins the
last week in January and extends to just before Memorial Day. Full-time students
enrolled in spring do not pay tuition and fees for the UMAB courses taken during
the winter minimester. Student must pay additional winter minimester tuition at
other UM campuses. Students taking didactic courses at UMAB or other UM insti-
tutions must pay summer session tuition and fees.

REGISTRATION POLICIES

CANCELLATION OF REGISTRATION

Students who register and subsequently decide not to attend the School of Phar-
macy must provide written notice to the office of student affairs before the first day
of class. If this office has not received a request for cancellation by 4:30 p.m. on the
day before classes begin, the university will assume that students plan to attend and
that they accept their financial obligation.

CHANGE IN REGISTRATION

A special add/drop form used for all changes in registration should be obtained
from the office of student affairs. Students must consult with their academic advi-
sor and obtain his/her signature on the add/drop form. The completed form must
be returned to the office of student affairs. There is no charge for a change in reg-
istration. Students may not add a course after the first week of classes or drop a
course after the midpoint of a particular course without written permission from
the office of student affairs. The grade of "F" is given for courses dropped after the
midpoint of the course.

School of Pharmacy

LATE REGISTRATION

A late registration fee is charged to students who fail to complete registration by the
specified time for regular registration (usually the day before the first day of classes).

WITHDRAWAL FROM THE UNIVERSITY

Students forced to withdraw from the university before the end of a semester are
eligible for partial refunds depending upon the date of withdrawal. To ensure such
refunds, students must file withdrawal forms in the school's office of student affairs.
Failure to complete these forms will result in failing grades in all courses and for-
feiture of the right to any refund.

GRADING SYSTEM

The School
Grade

of Pharmacy

uses the following g
Interpretation

ading

system:

Point Value

A

Excellent

4

B

Good

3

C

Fair

2

D

Poor but Passing

1

P

Pass

0

F

Failure

0

Incomplete

Must be replaced
by definite grade
within one year

WD

No grade is assigned

When, for any reason, a course is repeated, the grade achieved in the repeated course
replaces all previous grades in the same course.

SCHOLASTIC HONORS

Academic excellence is recognized during the fall and spring honor convocations.
During the fall ceremony, academic achievement awards are given to students in
all classes based on performance the preceding year. The leaders of student organi-
zations are also recognized at this time. The Rho Chi Honor Society presents its
annual book award to the student(s) having the highest academic marks. The
School of Pharmacy Achievement Awards are presented to individuals who have
brought honor to the school by their career achievements.

Academic Information

In the spring, the school honors its graduates. Those in the first tenth of the
class graduate with high honors and those in the second tenth of the class with hon-
ors. The faculty presents the achievement awards to members of the graduating class
at the Spring Honors Convocation:

School of Pharmacy Gold Medal for General Excellence is awarded to the candi-
date who has attained the highest general average.

Certificates of Honor are given to the three students having the next highest gen-
eral averages. Only courses taken at the University of Maryland School of Pharmacy
are considered in awarding these two awards.

Andrew G. DuMez Award. In memory of Dr. Andrew G. DuMez, late dean and
professor of pharmacy, Mrs. Andrew G. DuMez provided a gold medal which is
awarded for superior proficiency in pharmacy.

Epsilon Alumnae Chapter, Lambda Kappa Sigma-Cole Award. This award, in
memory of Dr. B. Olive Cole, former acting dean, is given for proficiency in phar-
macy administration.

Kappa Chapter, Alpha Zeta Omega Fraternity Prize. The Kappa Chapter of the

Maryland Alumni Chapter of the Alpha Zeta Omega (AZO) fraternity provides a
prize which is awarded for proficiency in pharmacolog)'.

Maryland Society of Hospital Pharmacists Award. MSHP honors annually a stu-
dent who has been outstanding in the area of hospital pharmacy.

William Simon Memorial Prize. In honor of the late Dr. William Simon, who was
a professor of chemistry in the School of Pharmacy for 30 years, a gold medal is
awarded for superior work in the field of biomedicinal chemistry.

Dr. and Mrs. Frank J. Slama Scholarship Award. A fund has been established in
honor of the late Dr. Frank J. Slama, a former professor ot pharmacognosy. Income
for the fund provides a plaque to be awarded lor superior work in the field of bio-
pharmacognosy.

Frank J. Slama Award by the School's Alumni Association. In memory and trib-
ute to the late Dr. Frank J. Slama, class of 1924, a former professor and head of the
department of pharmacognosy, for his loyalty and service of over half a century to
his profession, to the School of Pharmacy and to the Alumni Association, the
School of Pharmacy Alumni Association provides an annual award to a member of
the graduating class who has excelled in extracurricular activities.

Wagner Pharmaceutical Jurisprudence Prize. In memory of her husband, Manuel
B. Wagner, and her son, Howard J. Wagner, both alumni of the School of Phar-
macy, the late Mrs. Sadie S. Wagner, together with her daughter, Mrs. Phyllis Wag-

School of Pharmacy

ner Brill Snyder, provided a fund, the income of which is awarded for meritorious
academic achievement in pharmaceutical jurisprudence.

John F. Wannenwetsch Memorial Prize. In memory of her late brother. Dr. John
F. Wannenwetsch, a distinguished alumnus of the School of Pharmacy, Mrs. Mary
H. Wannenwetsch provided a fund, the income of which is awarded to a student
who has exhibited exceptional performance and promise in the practice of com-
munity pharmacy.

The Conrad L. Wich Pharmacognosy Prize. In appreciation ol the assistance
which the Maryland College ol Pharmacy extended to him as a young man, Mr.
Conrad L. Wich provided a fund, the income from which is awarded annually by
the faculty assembly to the student who has done exceptional work throughout the
course in pharmacognosy.

L. S. Williams Practical Pharmacy Prize. The late L.S. Williams left a trust fund,
the income of which is awarded to the student having the highest general average
throughout the course in basic and applied pharmaceutics.

ACADEMIC STATUS POLICIES

The student affairs committee, class advisors and coursemasters are all concerned
with student academic progress. Therefore, student performance in courses and
clerkships will be monitored on an ongoing basis. Students are ultimately respon-
sible for their own academic progress and, thus, must take advantage of the school's
tutorial and advising systems when necessary. Within the school, there are several
individuals that students should contact as soon as an academic problem arises or
when a personal problem occurs that interferes with school work. Students should
take the initiative to arrange a meeting first with their academic advisor and/or the
coursemaster of a particular course where the problem is occurring. In addition, the
class advisor, the director of student services, and other members of the faculty and
administration are available to discuss problems. Experience has demonstrated that
the more active students are in addressing potential problems, the more successful
the resolution of those problems. By the same token, faculty members are encour-
aged to initiate discussions with students who demonstrate academic difficulty.

Failing grade: Students who fail a course or clerkship are subject to academic dis-
missal. As soon as a course or clerkship failure is reported to the office of student
affairs, the student affairs committee will review the situation and will notify the
student of their eligibility for dismissal. The student will then be asked to appear
before the student affairs committee to discuss the situation. When appropriate,
the committee will make recommendations to the faculty assembly regarding aca-
demic dismissal, academic probation or other action (see "Academic Dismissal"
section for appropriate procedures).

Academic Informatii

ACADEMIC STATUS CRITERIA

(Nontraditional pathway students see following section)

GPA below 2.0: At the end of each semester, the student affairs committee will
review the academic status of all students. Students who fail to maintain a semes-
ter GPA of 2.0 and have a cumulative GPA below a 2.0 are subject to academic dis-
missal and will appear before the student affairs committee. As stated above, the
committee will make recommendations to the faculty when appropriate. Students
who have semester GPAs below 2.0, but their cumulative GPA is 2.0 or above will
receive a letter of warning.

Students on probation: If students on probation earn a GPA below a 2.0 during
the probationary semester, they are subject to academic dismissal and will appear
before the student affairs committee (see above). If students on probation earn a
semester GPA of 2.0 or above, but their cumulative GPA is still below 2.0, they
will continue on probation. Students will be removed from probation when their
cumulative GPA is 2.0 or above. Students with a "F" on their record will remain
on probation regardless of GPA until the failing grade is resolved. Students who are
placed on academic probation have an option to continue on a reduced load (less
than 9 hours). Students must have a cumulative GPA ofat least a 2.0 in all required
courses in the second and third years to enter the third and fourth years of the
Pharm.D. program , respectively. Students cannot enter the third or fourth year
while on probation or with an "F" in a required course. Students must maintain a
cumulative grade average of 2.0 to become eligible for graduation.

ACADEMIC STATUS CRITERIA

(Nontraditional Pathway)

The minimum passing grade for required courses in the Nontraditional pathway is
a "C". Students may not register for a course or a clerkship if they have received a
grade below a "C" in a prerequisite for that course or clerkship. The student affairs
committee will review the situation when a student receives a grade below a "C" in
a required course or clerkship, an "F " in an elective course, or when the student's
GPA falls below 2.0. In those situations students may be subject to academic dis-
missal, academic probation or other action.

ACADEMIC DISMISSAL

Failure to meet the school's academic or professional standards will result in aca-
demic dismissal. To appeal academic dismissal, students must write to the student
affairs committee; students have the right to present their case in person before the
committee. The decision on the appeal is forwarded by the committee to the fac-
ulty assembly. If the appeal is denied, students have the right to appeal directly to
the dean. The dean's decision on academic dismissal is final. The academic dis-

64 School of Pharmacy

missal appears on the student's permanent record following the dean's decision. All
appeals must be completed before the beginning of the next semester. Students who
have been academically dismissed once may petition the admissions committee for
reinstatement after they have completed some form of remediation. Students who
have been academically dismissed twice are not eligible for reinstatement.

ACADEMIC INTEGRITY

Students entering the profession of pharmacy are required to have exemplary stan-
dards of conduct. Absolute honesty is imperative for a health professional. The
school and university have policy statements (listed in the back of this catalog)
which reflect expected standards of behavior. Academic dishonesty will not be tol-
erated. Academic dishonesty includes:

Cheating - using unauthorized notes, study aids or information from another
individual during an examination

Plagiarism - submitting work that, in part or in whole, is not entirely the stu-
dent's own; without attributing credit to correct sources

Fabrication - presenting data that were gathered outside the guidelines defining
the appropriate methods of collecting and generating data

Falsification of records - altering documents affecting academic records; forging
signatures; or falsifying any school or university document

Aiding or abetting dishonesty - providing material or information to another
person with the knowledge that it will be used inappropriately

Dr. Richard Dalby

Academic Information 65

Administration and Faculty

UNIVERSITY OF MARYLAND SYSTEM

Board of Regents

Lance Billingsley, Chairman

Margaret Alton

The Honorable Mary Arabian

Richard O. Berndt

Roger Blunt

The Honorable Benjamin L. Brown

Earle Palmer Brown

Nathan A. Chapman Jr.

Charles W. Cole Jr

Edwin S. Crawford

Thomas B. Finan Jr.

Frank A. Guntherjr.

The Honorable Harry R. Hughes

Ann Hull

Lewis R. Riley, Ex Ojficio

Malkia Singleton, Student Regent

Constance M. Unseld

System Administration

Donald N. Langcnberg, Ph.D., (^ha)icellorofthe University

George L. Marx, Ph.D., Vice Chancellor, Academic Affairs

John K. Martin, Vice Chancellor, Advancement

James Sansbury, Acting Vice Chancellor, Administration and Finance

UNIVERSITY OF MARYLAND AT BALTIMORE

David J. Ramsay, D.M., D. Phil., President

JoannA. Boughman, Ph.D., Vice President, Academic Affairs; Dean, Graduate Studies

James T. Hill Jr., M.P.A., Vice President, Administrative Services

T. SueGladhill, M.S.W., Vice President, Governmental Affairs

Fred Brooke Lee, Vice President, Institutional Advancement

Morton L Rapoport, M.D., President and Chief Executive Officer, University of

Maryland Medical System
Richard R. Ranney, D.D.S., M.S. Dean, Dental School
Donald G. Gifford, J.D., Dean, School of Law
Donald E. Wilson, M.D., Dean, School of Medicine
Barbara R. Heller, Ed.D., Dean, School of Nursing
David A. Knapp, Ph.D., Dean, School of Pharmacy
Jessie J. Harris, D.S.W., Dean, School of Social Work

66 School of Pharmacy

SCHOOL OF PHARMACY

Administration

David A. Knapp, Ph.D., Dean and Professor, Pharmacy Practice and Science

R. Gary Hollenbeck, Vh.T)., Associate Dean, Academic Programs; Associate Professor,

Pharmaceutical Sciences
Robert S. Beardsley, Ph.D., Associate Dean, Student Ajfairs and Administration;

Professor, Pharmacy Practice and Science
Mary Lynn McPherson, Pharm.D., BCPS, Coordinator, Nontraditional Doctor of

Pharmacy Pathway
Mary Franks, MBA, Assistant to the Dean
Harold Chappelear, B.S., Senior Advisor to the Dean
Nelhe Pharr-Maletta, MBA, Director, Student Services
Tim Munn, B.S., Director, Computing Services
Mary Joseph Ivins, Administrator, Financial Affairs
Carolyn O. Footman, Executive Administrative Assistant to the Dean

Faculty

Alfred Abramson, R.Ph., B.S.P., Pharmacy Management, University of Maryland;
Pharmacy School Assistant Professor, Pharmacy Practice and Science; Director,
Pharmacy Practice Laboratory

Jane V. Aldrich, Ph.D., Medicinal Chemistry, University of Michigan; Associate
Professor, Pharmaceutical Sciences

Bruce D. Anderson, Pharm.D., Clinical Toxicology, Philadelphia College of Phar-
macy and Science; Pharmacy School Assistant Professor, Pharmacy Practice and
Science; Assistant Director, Maryland Poison Center

Larry L. Augsburger, R.Ph., Ph.D., Pharmaceutics, University of Maryland; Pro-
fessor, Pharmaceutical Sciences

Roberts. Beardsley, R.Ph., Ph.D., Pharmacy Administration, University of Min-
nesota; Professor, Pharmacy Practice and Science; Associate Dean, Student
Affairs and Administration

Ralph N. Blomster, R.Ph., Ph.D., Pharmacognosy, University of Connecticut;
Professor, Pharmaceutical Sciences

Aaron Burnstein, Pharm. D., Clinical Pharmacy, SUNYat Buffalo; Assistant Pro-
fessor, Pharmacy Practice and Science

Gary G. Buterbaugh, Ph.D., Pharmacology and Toxicology, University of Iowa;
Professor, Pharmaceutical Sciences

Patrick S. Gallery, R.Ph., Ph.D., Pharmaceutical Chemistry, University of Cali-
fornia; Professor, Pharmaceutical Sciences

Prashant J. Ghikhale, Ph.D., Medicinal Chemistry, University of Florida; Assis-
tant Professor

Catherine Cooke, Pharm. D., Clinical Pharmacy, Medical College of South Car-
olina; Assistant Professor, Pharmacy Practice and Science

Judy L. Curtis, Pharm.D., Mental Health, University of Texas; Pharmacy School
Assistant Professor, Pharmacy Practice and Science

Administration and Faculty

Dr. Emmeline Edwards

Richard N. Dalby, Ph.D., Pharmaceutics and Drug DeHvery, University of Ken-
tucky; Assistant Professor, Pharmaceutical Sciences

Russell J. DiGate, Ph.D., Molecular Biology, University of Rochester; Assistant
Professor, Pharmaceutical Sciences

George E. Dukes Jr., Pharm.D., Clinical Pharmacy, University of Texas at Austin
and University of Texas Health Sciences Center at San Antonio; Professor and
Chairman, Pharmacy Practice and Science Department

Christine U. Eccles, Ph.D., Toxicology, Johns Hopkins University; Associate Pro-
fessor, Pharmaceutical Sciences

Natalie D. Eddington, Ph.D., Pharmacokinetics, University of Maryland; Assis-
tant Professor, Pharmaceutical Sciences

Emmeline Edwards, Ph.D., Neuropharmacology, Fordham University; Associate
Professor, Pharmaceutical Sciences

Donald O. Fedder, R.Ph., Dr.P.H., Public Health Education, Johns Hopkins
University; Professor, Pharmacy Practice and Science

Madeline Feinberg, R.Ph., Pharm.D., Geriatrics, University of Maryland; Phar-
macy School Assistant Professor, Pharmacy Practice and Science

Rebecca S. Finley, R.Ph., Pharm.D., Oncology, University of Cincinnati; Phar-
macy School Associate Professor, Pharmacy Practice and Science

Ronald D. Guiles, Ph.D., Physical Chemistry, University of California at Berke-
ley; Assistant Professor, Pharmaceutical Sciences

Stuart T. Haines, R.Ph.,Pharm.D.,C.D.E., Ambulatory Care, University of Texas
at Austin and University of Texas Health Science Center at San Antonio; School
Assistant Professor, Pharmacy Practice and Science

Erkan Hassan, R.Ph., Pharm.D., Critical Care, University of Maryland; Pharmacy
School Associate Professor, Pharmacy Practice and Science

jun Hayashi, Ph.D., University of Connecticut; Associate Professor, Pharmaceu-
tical Sciences

School of Pharmacy

Robert J. Hickey, Ph.D., Biochemistry, City University of New York; Assistant
Professor, Pharmaceutical Sciences

Stephen W. Hoag, Ph.D. , Pharmaceutics, University of Minnesota; Assistant Pro-
fessor, Pharmaceutical Sciences

R. Gary Hollenbeck, Ph.D., Pharmaceutics, Purdue University; Associate Profes-
sor, Pharmaceutical Sciences; Associate Dean, Academic Programs

Christine M. Kearns, Pharm.D., Pharmacokinetics and Pharmacodynamics, Uni-
versity of North Carolina at Chapel Hill; Pharmacy School Assistant Professor,
Pharmacy Practice and Science

Robert A. Kerr, R.Ph., Pharm.D., Ambulatory Pharmacotherapy and Instruc-
tional Systems Design, University' of California; Associate Professor, Pharmacy
Practice and Science

Kwang Chul Kim, Ph.D., Cell Biology, Ohio State University; Associate Profes-
sor, Pharmaceutical Sciences

William J. Kinnard Jr., R.Ph., Ph.D., Pharmacology, Purdue University; Profes-
sor, Pharmacy Practice and Science

Wendy Klein-Schwartz, Pharm.D., Clinical Toxicology, University of Maryland;
Associate Professor, Pharmacy Practice and Science; Director, Maryland Poison
Center

David A. Knapp, R.Ph., Ph.D., Pharmacy Administration, Purdue University;
Dean and Professor, Pharmacy Practice and Science; Director, Center for Drugs
and Public Policy

Cynthia L. LaCivita, Pharm.D., Oncology, University of Maryland, Pharmacy
School Assistant Professor, Pharmacy Practice and Science

James Leslie, Ph.D., Chemistry, Queen's University, Belfast, N. Ireland; Associate
Professor, Pharmaceutical Sciences

Raymond C. Love, R.Ph., Pharm.D., Mental Health, University of Maryland;
Pharmacy School Assistant Professor and Vice-Chair, Pharmacy Practice and
Science; Director, Mental Health Program

Alexander D. MacKerell Jr., Ph.D., Biochemistry and Computational Chemistry,
Rutgers University; Assistant Professor, Pharmaceutical Sciences

David A. Mays, Pharm.D., BCPS, Drug Information Services, Mercer University;
Pharmacy School Assistant Professor, Pharmacy Practice and Science

Mary Lynn McPherson, Pharm.D., BCPS, Ambulatory Care and Geriatrics, Uni-
versity of Maryland; Pharmacy School Assistant Professor, Pharmacy Practice
and Science; Coordmator, Nontraditional Pharm.D. Pathway

Robert J. Michocki, R.Ph., Pharm.D., BCPS, Family Medicine, University of
Maryland; Pharmacy School Professor, Pharmacy Practice and Science

David B. Moore, R.Ph., M.P.A., Health Care Management, Cornell University;
Pharmacy School Assistant Professor, Pharmacy Practice and Science

J. Edward Moreton, R.Ph., Ph.D., Pharmacology, University of Mississippi; Pro-
fessor, Pharmaceutical Sciences

Daniel Mullins, Ph.D., Pharmacoeconomics, Duke University; Assistant Profes-
sor, Pharmacy Practice and Science

Becky A. Nagle, R.Ph., Pharm.D., BCPS, Clinical Pharmacy, University of Ken-
tucky; Pharmacy School Assistant Professor, Pharmacy Practice and Science

Administration and Faculty 69

Dr. Jai Bet Wang

Marvin L. Oed, R.Ph., B.S.P., Pharmacy Practice, University of Maryland; Phar-
macy School Assistant Professor, Pharmacy Practice and Science

Francis B. Palumbo, R.Ph., Ph.D., Health Care Administration, Universit)' of
Mississippi; J.D., University of Baltimore Law Center; Professor, Pharmacy
Practice and Science

Karen Plaisance, R.Ph., Pharm.D., BCPS, Pharmacokinetics and Infectious Dis-
eases, State University of New York at Buffalo; Associate Professor, Pharmacy
Practice and Science

James E. Poili, R.Ph., Ph.D., Pharmaceutics, University of Michigan; Assistant
Professor, Pharmaceutical Sciences

William G. Reiss, Pharm.D., Pharmacokinetics, State Universit)' of New York at
Buff^alo; Assistant Professor, Pharmacy Practice and Science

Kevin Reynolds, Ph.D., Bioorganic Chemistry, Universit}' of Southampton, Asso-
ciate Professor, Pharmaceutical Sciences

Magaly Rodriguez de Bittner, R.Ph., BCPS, Pharm.D., Ambulatory Care, Uni-
versity of Maryland; Pharmacy School Assistant Professor, Pharmacy Practice
and Science

David S. Roffman, R.Ph., Pharm.D., BCPS, Cardiovascular Therapeutics, Uni-
versity of Maryland; Associate Professor and Vice Chair, Pharmacy Practice and
Science

Gerald M. Rosen, Ph.D., Chemistry, Clarkson College ofTechnolog)'; j.D., Duke
University School of Law; Emerson Professor, Pharmaceutical Sciences

Ginette Serrero, Ph.D., University of Nice, France; Associate Professor, Pharma-
ceutical Sciences

Ralph F. Shangraw, R.Ph., Ph.D., Pharmaceutics, University of Michigan; Pro-
fessor Emeritus, Pharmaceutical Sciences

Marilyn K. Speedie, R.Ph., Ph.D., Microbial Biochemistry, Purdue University;
Professor and Chair, Pharmaceutical Sciences

Stuart M. Speedie, Ph.D., Pharmacoinformatics, Purdue University; Professor,
Pharmacv Practice and Science

School of Pharmacy

Anthony C. Tommasello, R.Ph., M.S., Substance Abuse and Chemical Depen-
dence, University of Maryland; Pharmacy School Associate Professor, Phar-
macy Practice and Science; Director, Office of Substance Abuse Studies

James A. Trovato, Pharm.D., Hematology\Oncology, Purdue University; Phar-
macy School Assistant Professor, Pharmacy Practice and Science

Mona Gold Tsoukleris, R.Ph., Pharm.D., Ambulatory Care and Adult Internal
Medicine, University of Maryland; Pharmacy School Assistant Professor, Phar-
macy Practice and Science

Ashiwel S. Undie, Ph.D., Pharmacology, the Medical College of Pennsylvania;
Assistant Professor, Pharmaceutical Sciences

Jia Bei Wang, Ph.D., Pharmacology and Experimental Therapeutics, University
of Maryland; Assistant Professor, Pharmaceutical Sciences

Myron Weiner, R.Ph., Ph.D., Pharmacology and Toxicology, University of Mary-
land; Associate Professor, Pharmaceutical Sciences

Jeremy Wright, R.Ph., Ph.D., Biomedicinal Chemistry, University of London;
Associate Professor, Pharmaceutical Sciences

David Young, R.Ph., Pharm.D., Ph.D., Pharmacokinetics and Applied Mathe-
matical Modeling, University of Southern California; Associate Professor, Phar-
maceutical Sciences and Pharmacy Practice and Science

Julie Magno Zito, Ph.D., Social and Behavioral Pharmacy, University of Min-
nesota; Associate Professor, Pharmacy Practice and Science

Ilene H. Zuckerman, R.Ph., Pharm.D., Geriatrics and Ambulatory Care, Univer-
sity of Maryland; Pharmacy School Associate Professor, Pharmacy Practice and
Science

Adjunct Faculty

Nicholas Bachur, Ph.D., Affiliate Professor, Pharmacy Practice and Science

Ronald Burch, Ph.D., Associate Professor, Pharmaceutical Sciences

Yale H. Caplan, Ph.D., Professor, Pharmaceutical Sciences

C. JelleffCarr, Ph.D., Professor, Pharmaceutical Sciences

Keith K. H. Chan, Ph.D., Professor, Pharmaceutical Sciences

Harold Chappelear, B.S., Professor, Pharmacy Practice and Science

Ho Chung, Ph.D., Professor, Pharmaceutical Sciences

Barbara Conley, M.D., Affiliate Assistant Professor, Pharmacy Practice and

Science
Grady Dale, Ed.D., Assistant Professor, Pharmacy Practice and Science
Mark DeCoster, Ph.D., Assistant Professor, Pharmaceutical Sciences
Merrill Egorin, M.D., Affiliate Professor, Pharmacy Practice and Science
John Fader, J.D., Professor, Pharmacy Practice and Science
William Figg, Ph.D., Assistant Professor, Pharmacy Practice and Science
Raymond Genovese, Ph.D., Assistant Professor, Pharmaceutical Sciences
Lee T. Grady, Ph.D., Assistant Professor, Pharmaceutical Sciences
Peter Gutierrez, Ph.D., Affiliate Associate Professor, Pharmaceutical Sciences
James W. King, Ph.D., Associate Professor, Pharmaceutical Sciences
Michael E. Kleinberg, M.D., Ph.D., Affiliate Assistant Professor
Richard Kline, Ph.D., Assistant Professor, Pharmaceutical Sciences

Administration and Faculty

Deanne E. Knapp, Ph.D., Professor, Pharmacy Practice and Science

Harvey J. Kupferberg, Ph.D., Professor, Pharmaceutical Sciences

Don Kyle, Ph.D., Assistant Professor, Pharmaceutical Sciences

John W. Levchuk, Ph.D., Associate Professor, Pharmaceutical Sciences

Karen L. Marquis, Ph.D., Assistant Professor, Pharmaceutical Sciences

Keith Marshall, Ph.D., Associate Professor, Pharmaceutical Sciences

Antonia Mattia, Ph.D. Assistant Professor, Pharmaceutical Sciences

Dev K. Mehra, Ph.D., Assistant Professor, Pharmaceutical Sciences

Frank Milio, Assistant Professor, Pharmaceutical Sciences

Gregof)' F. Payne, Ph.D., Affiliate Associate Professor, Pharmaceutical Sciences

Robert Pinco, J.D., Associate Professor, Pharmacy Practice and Science

David G. Pope, Ph.D., Associate Professor, Pharmaceutical Sciences

Stuart C. Porter, Ph.D., Assistant Professor, Pharmaceutical Sciences

Edward Rudnic, Ph.D., Associate Professor, Pharmaceutical Sciences

Rajen Shah, Ph.D., Assistant Professor, Pharmaceutical Sciences

Michael G. Simic, Ph.D., Professor, Pharmaceutical Sciences

David Sisson, Assistant Professor, Pharmaceutical Sciences

Byoung J. Song, Ph.D., Assistant Professor, Pharmaceutical Sciences

Mary Stuart, Assistant Professor, Pharmacy Practice and Science

Frank C. Tortello, Ph.D., Associate Professor, Pharmaceutical Sciences

David Van Echo, Affiliate Professor, Pharmacy Practice and Science

Katherine R. Zoon, Ph.D., Professor, Pharmaceutical Sciences

Clinical Associate Professors

Patrick Birmingham, B.S.P., NeighborCare Pharmacies
Steve Cohen, B.S. Pharm., M.S., Howard County General Hospital
Joseph Gallina, R.Ph., Pharm. D., Pharmacy Practice Management, University of
California; Clinical Associate Professor, Pharmacy Practice and Science; Direc-
tor, Pharmacy Services, University of Maryland Medical System
Rolley E. Johnson, Pharm. D., Johns Hopkins Bayview
Gail Rosen, Pharm. D., BCNSP, Nutrition Support, University of Maryland;

Clinical Associate Professor, Pharmacy Practice and Science
Thomas Sisca, Pharm. D., Easton Memorial Hospital

Clinical Assistant Professors

Tracy Aber, Pharm. D., University of Maryland Medical System
Mahnaz Younes Abhari, Pharm. D., Kaiser Permanente Medical Center
Alfred E. Bacon III, M.D., F.A.C.P., The Medical Center of Delaware
Charles Ballow, Pharm. D., Millard Fillmore Hospital
Julie Baltz, Pharm. D., National Chancer Institute
Robert Berg, Pharm. D., V.A. Medical Center - Perry Point
Christopher J. Bero, Pharm. D., The Milton S. Hershey Medical Center
Colette Boyle, Pharm. D., V.A. Medical Center- Ft. Howard
Pamela S. Bozek, Pharm. D., University of Maryland Medical System
Kristi M. Burgess, Pharm. D., The Medical Center of Delaware
Cassandra E. Burke, Pharm. D., The Medical Center of Delaware

72 School of Pharmacy

Demetris M. Butler, Pharm.D., Laurel Regional Hospital

James Caldwell, Pharm.D., Anne Arundel General Hospital

Karim Calis, Pharm.D., NIH Clinical Center

Kevin Callahan, Pharm.D., Easton Memorial Hospital

Jerry John Castellano, Pharm.D., The Medical Center of Delaware

Igor Cerny, Pharm.D., FDA Division of Drug Marketing, Advertising and

Communications
Elinore Suk Chung, Pharm.D., University of Maryland Medical System
Cathleen Clancy, M.D., Maryland Poison Center
John Conrad, B.S.P., Belair Apothecary
Deborah Cooper, Pharm.D.

Linda M. Cortese, B.S.P., M.Sc, Walter Reed Army Medical Center
Donna M. Cronin, Pharm.D., The Milton S. Hershey Medical Center
Jean Dinwiddie, Pharm.D., NeighborCare Pharmacies Inc.
Robert Dombrowski, Pharm.D., V.A. Medical Center - Baltimore
Sarah Donegan, Pharm.D., Frederick Memorial Hospital
George Dydek, Pharm.D., Walter Reed Army Medical Center
Robert Feroli, Pharm.D., Johns Hopkins Hospital

Catherine Fields, Pharm.D., Center on Drugs and Public Policy, UMAB
Carol Frank, Pharm.D., Walter Reed Army Medical Center
Gary Frost, Pharm.D., Johns Hopkins Hospital
Gerard J. Fulda, M.D., F.A.C.S., The Medical Center of Delaware
Cindy Gendron, Pharm.D., Suburban Hospital
Shawn Gillikin, Pharm.D., The Milton S. Hershey Medical Center
David Green, Pharm.D., Walter Reed Army Medical Center
Laurence Green, Pharm.D., NIH Clinical Center
Robert Gregory, Pharm.D., Group Health Association
Deborah L. Greiner, Pharm.D., Kaiser Permanente, Mid-Atlantic Region
Dale Grothe, Pharm.D., NIH Clinical Center
Michael Gum, Pharm.D., Dorchester General Hospital
Karl Gumpper, Pharm.D., University of Maryland Medical System
Cynthia J. Halas, Pharm.D., The Milton S. Hershey Medical Center
Claudia Hale, Pharm.D., HOMEDCO Infusion Company
Albert W. Helmeczi, R.Ph., M.S., The Medical Center of Delaware
Andrea Hershey, Pharm.D., Union Memorial Hospital
Tracy Hicks, Pharm.D., Kirson Infusion Care
William Hill, B.S.P., Hill's Drug Store

Van Doren Hsu, Pharm.D., University of Maryland Medical System
John Jordan, M.S., V.A. Medical Center - Baltimore
Edmund Kasaitis, Pharm.D., North Arundel Hospital
Mari Kim, Pharm.D., Doctors Community Hospital
Kathrin Kucharski, Pharm.D., Good Samaritan Hospital
Vincent Lacroce, Pharm.D., The Milton S. Hershey Medical Center
Raymond T. Lake, M.S., Coram Healthcare
Carlton Lee, Pharm.D., Johns Hopkins Hospital
Laura Lees, Pharm.D., Johns Hopkins Hospital

Administration and Faculty 73

Heidi Louie, Pharm.D., University of Maryland Medical System

Nicholas Lykos, B.S.P., Lykos Pharmacy

Claudia Manzo, Pharm.D., Walter Reed Army Medical Center

Robert Martin Jr., B.S.P., Potomac Valley Pharmacy

Nasir Mian, Pharm.D., Greater Southeast Communit}- Hospital

Rita Mitsch, Pharm.D., Franklin Square Hospital

Pam Moussavian-Yousefi, Pharm.D., Walter Reed Army Medical Center

Deborah Mulhearn, Pharm.D., Kaiser Permanente

Theresa Ng, Pharm.D., Kaiser Permanente

Kari Nilsen, Pharm.D., Anne Arundel Medical Center

Michael Nnadi, Pharm.D., Kaiser Permanente Medical Center

Joseph Ober, Pharm.D., Advance ParadigM Inc.

Donna O'Keefe, Pharm.D., Washington County Hospital

Michele Overtoom, Pharm.D., NeighborCare Pharmacies

Richard Parker, B.S.P., Giant Pharmacy

Margaret Peoples, Pharm.D., Kaiser Permanente Medical Center

Beulah Perdue, Pharm.D., University of Maryland Medical System

Marilyn Pitts, Pharm.D., Greater Southeast Community Hospital

John Ricci, B.S.P., Technicare Inc.

Gail Rosen, Pharm.D., University of Maryland Medical System

Bonnie Rosiak, Pharm.D., ASCO Healthcare Inc.

Carol Baker Rudo, Pharm.D., V.A. Medical Center - Baltimore

James Joseph Rybacki, Pharm.D., Dorchester General Hospital

Ellen Safir, Pharm.D., University of Maryland Medical System

Kevin Schnupp, Pharm.D., Liberty Medical Center

Felicia Scott, Pharm.D., Kaiser Permanente

Jay Sherr, Pharm.D., Spring Grove Hospital Center

Matthew Shimoda, Pharm.D., P & R Corp. Ingleside Pharmacy

Lynn Shumake, M.S., University of Maryland Medical System

Larry Siegel, M.A.S., University of Maryland Medical System

Debbie Simon, Pharm.D., Union Memorial Hospital

Robert Snively, B.S.P., Edgehill Drugs Inc.

Dominic Solimando, B.S.P., M.A., Walter Reed Army Medical Center

Donna Soucy, Pharm.D., University of Maryland Medical System

Cassandra Tancil, Pharm.D., Greater Baltimore Medical Center

Christopher Thomas, Pharm.D., Church Hospital

Michele D. Foster Thomas, Pharm.D., St. Agnes Hospital

Deborah Thorn, M.B.A., University of Maryland Medical System

Richard Tsao, Pharm.D., Greater Southeast Community Hospital

Olga Tsidonis, Pharm.D., The Milton S. Hershey Medical Center

Sara Turk, Pharm.D., University of Maryland Medical System

Beth Vanderheyden, Pharm.D., University of Maryland Medical System

Ilene Verovsky, Pharm.D.

Paul Vitale, Pharm.D., Anne Arundel General Hospital

Jo Wallin, Pharm.D., Harbor Hospital

Sonya Ware, Pharm.D., Shady Grove Adventist Hospital

74 School of Pharmacy

D. Raymond Weber, Pharm.D., Easton Memorial Hospital

Nina Weidle, Pharm.D., Advance ParadigM Inc.

Paul Weidle, Pharm.D., University of Mar\'land Medical System

Phillip Weiner, B.S.P., Weiner's Pharmacy

Fran Favin Weiskopf, Pharm.D., Good Samaritan Hospital

Lawrence Westfall, Pharm.D., Harbor Hospital

Anne M. Wiland, Pharm.D., University of Maryland Medical System

Pamela Williamson, Pharm.D., C.D.E., Kaiser Permanente

Jacqueiyn Gardner Wilson, Pharm.D., Great Oaks Center

Sharon Wilson, Pharm.D., University of Maryland Medical System

Eileen Wu, Pharm.D., Montgomery General Hospital

Beverly Yachmetz, Pharm.D., Diabetes Connection

Clinical Instructors

Stephen J. Adamczyk, B.S.P., Giant Pharmacy 1 169

Stanton Ades, B.S.P., NeighborCare Pharmacies Inc.

Bijan Ahmadi, B.S.P., Prince Georges Hospital Center

Kenneth Aiello, B.S.P., CVS

Isabel Almeida, B.S.P., Johns Hopkins Hospital

Lee Alstrum, B.S.P., Crown Drugs

Calvin Alt, B.S.P., Health Care Professionals

Marsha Alvarez, B.S.P., FDA

Paul Antoszewski, B.S.P., Halethorpe Pharmacy

Michael Appel, B.S.P., Howard and Morris

John Asiedu, B.S.P., Kaiser Permanente Medical Center

Edward Ayanbiola, B.S.P., Greenbelt Professional Pharmacy

John Balch, B.S.P., Pharmacare of Cumberland

Michael Ball, B.S.P., Johns Hopkins/Pharmaquip

Kathleen Ballman, B.S.P., M.S, Anne Arundel Medical Center

Lee Barker, B.S.P., M.B.A., Safeway Pharmacy

Phyllis Bartilucci, B.S.P., Physicians Memorial Hospital

John Batdorf, B.S.P., Medical Arts Pharmacy

Richard Baylis, B.S.P., Maryland Pharmacists Association

Gerald Beachy, B.S.P., Beachy's Pharmacy

Dave Becker, B.S.P., CVS # 1488

John Beckman, B.S.P., Beckman's Greene Street Pharmacy

James Joseph Bellay, B.S.P., Prince George's Pharmacy

Bruce Benton, B.S.P., Edgehill Drugs Inc.

Brian Berryhill, B.S.P., Giant Pharmacy

Stephen Bierer, B.S.P., Giant Pharmacy* 1200

Johnnie Bingham, B.S.P., Kaiser Permanente Medical Center

Frank Blatt, B.S.P., NeighborCare/Powell's Pharmacy

Ruth Blatt, B.S.P., NeighborCare Pharmacies Inc.

Barry Bloom, B.S.P., Giant Pharmacy

Arnold Blaustein, B.S.P., Associated Prescription Services

Thomas Bolt, B.S.P., The Medicine Shoppe

Administration and Faculty

Gene Borowski, B.S.P., Village Pharmacists

Cynthia Boyle, B.S.P., Thrift Drug

John Braaten, B.S.P., Twin Knolls Pharmacy

Lynette Bradley, B.S.P., CVS #452

Thomas Brenner, B.S.P., York Hospital

Barry Bress, B.S.P., NeighborCare Pharmacies Inc.

Steven Buckner, B.S.P., Magiros Pharmacy

Patrick Burke, B.S.P., Chestnut AID Pharmacy

Alvin Burwell, B.S.P., Alexandria Pharmacy

Kelly Keelan Caccamisi, B.S.P., K-Mart Pharmacies

Douglas Campbell, B.S.P., The Medicine Shoppe

Robert H. Campbell, B.S.P., Madison Park Pharmacy

Majorie Carl, LCSW, Baltimore County Department of Health

Thomas Carroll, B.S.P., NMC Home Care

Leon Catlett, B.S.P., Eakles Drug Store

Mark Chamberlain, B.S.P., Walter Reed Army Medical Center

David R. Chason, B.S.P., Good Samaritan Hospital

Fred Chatelain, B.S.P., M.S., Alexandria Hospital

Wen-Kuang Chen, B.S.P., Group Health Association

Fred Choy, M.S., R.Ph., Caremark

Thomas Chuen, M.S., Greater Southeast Community Hospital

Gerald I. Cohen, B.S.P., Rite Aid Pharmacy

David Cowden, B.S.P., CVS #1435

James Crable, B.S.P., The Finan Center

Karen Cranford, B.S.P., CVS #1515

Laura Cranston, B.S.P., National Association of Chain Drug Stores

Daniel L. Crerand, B.S.P., Family Health Apothecary Inc.

Terry Crovo, B.S.P., Medical Center of Dundalk

Wayne Crowley, B.S.P., M.B.A., Giant Pharmacy

Hedy Cylus, B.S.P., Fenwick Apothecary

Traci Davis, R.Ph., CVS

Morrell Delcher, B.S.P., Maryland General Hospital

Dolores Dixon, B.S.P., University of Maryland Cancer Center

Joseph Dorsch Jr., B.S.P., Voshell's Pharmacy

Patricia Draper, B.S.P., Edward's Pharmacy

Janice Dunsavage, B.S.P., Capital Health System Hospital

Augustine R. Durso, B.S. Pharm., IV Tx

Innocent Egbunine, B.S. P., Kaiser Permanente Medical Center

Amy Elbers, B.S. P., Johns Hopkins Hospital

Kenneth Ey, B.S. P., East Baltimore Medical Center

Beth Fabian, B.S. P., K-Mart Pharmacy

Darlene Fahrman, B.S. P., Wal-Mart Pharmacy

Denise Farmer, B.S. P., Kaiser Permanente Medical Center

Neil Feldman, B.S. P., New Windsor Pharmacy

Philip Fiastro, B.S. P., Weis Pharmacy # 128

Barry Flannelly, B.S. P. .Johns Hopkins Hospital

76 School of Pharmacy

Anthea Francis, B.S.P., Johns Hopkins Hospital

Jeffrey P. Franklin, B.S.P., VA Medical Center - Ft. Howard

Kate Frazer, B.S.P., Johns Hopkins Hospital

Louis Friedman, B.S.P., Marcus Pharmacy

David Gerrold, B.S.P., Giant Pharmacy

Nancy Gilbert-Taylor, B.S.P., Fuller Medical Center Pharmacy

Harvey Goldberg, B.S.P., Freedom Drug

Leonard Goldberg, B.S.P., Dofield Pharmacy

Marvin Goldberg, B.S.P., Giant Pharmacy # 1158

MUard Gomez, B.S.P., Holy Cross Hospital

Thomas Goolsby, B.S.P., Medicine Shoppe

Karen Anderson Grace, B.S.P., HOMEDCO Infusion Company

Charles Graefe, B.S.P., Giant Pharmacy

Gary Greenberg, B.S.P., Edgehill Drugs, Inc.

Franklin GroUman, B.S.P., NCI - Navy Medical Oncology Branch

Robert Grossman, B.S.P., Giant Pharmacy #1054

Robert Gunn, B.S.P., Careline of Maryland Inc.

Douglas Haggerty, B.S.P., The Medicine Shoppe

John Hale, B.S.P., Rite Aid Pharmacy #2585

Mayer Handelman, B.S.P., Woodhaven Pharmacy and Medical Equipment

Stuart Hankin, B.S.P., Northern Nursing Home Pharmacy

Jon (Wes) Hann, B.S.P., REVCO

Mahtab Hariri-Salehi, B.S.P., University of Maryland Medical System

Roger Heer, B.S.P., Valley Pharmacy

Frank Henderson, B.S.P., Klein's of Bel Air

Jerry Herpel, B.S.P., Deep Creek Pharmacy

Joseph High, B.S.P., National Cancer Institute

J. Todd Holland, B.S.P., Boonesboro Pharmacy

Paul Holley, B.S.P., Tuxedo Pharmacy

Brad Homman, B.S.P., Naval Hospital Patuxent River

Stephen Hospodavis, B.S.P., Steve's Pharmacy

Thomas Jackson, B.S.P., St. Mary's Hospital

Robert Johnson, B.S.P., Rite Aid Pharmacy

Thomas Johnson Jr., B.S. P., Giant Pharmacy # 1175

Ramon Juta, B.S. P., Rite Aid Pharmacy

John Kamberger, B.S. P., Harford Memorial Hospital

Robert R. Kantorski, B.S. P., Ritchie Pharmacy

Albert Katz, B.S. P., Arundel Pharmacy

Larry D. Kelley, B.S. P., Nationwide Pharmacy Center

James Kenny, B.S. P., Virginia/Maryland Regional Veterinary College

Daniel Keravich, M.S., NIH

Edward Kern, B.S. P., Giant Pharmacy

Lori Keys, B.S. P., Johns Hopkins Hospital

Crystal King, B.S.P., MGH Pharmacy

David King, B.S. P., Georgetown Infusion Center

Larissa Kitenko, B.Sc, Peninsula Regional Medical Center

Administration and Faculty

David Knauer, B.S.P., Johns Hopkins Bayview Medical Center

Jay Krosnick, B.S.P., ASCO Healthcare Inc.

Edmond Kucharski, B.S.P., Carroll County Hospital

John Kudrick, B.S.P., Family Pharmacy

Scott Kuperman, B.S.P., Crain Towers Pharmacy

Earl Labatt, M.A., VA Medical Center - Washington, D.C.

Steve Lauer, B.S.P., Giant Pharmacy

Gary Lawrence, B.S.P., Lawrence Pharmacy

Louise Leach, B.S.P., Northwest Hospital Center

Weiraymond Lee, B.S.P., CVS # 1444

Laura Lehman, Pharm.D., Union Memorial Hospital

Mark Lenes, B.S.P., NorthWest HealthCare

Melvin Lessing, B.S.P., FDA Office of OTC Evaluation

John Levchuk, B.S.P., Office of Compliance

Mark Levi, B.S.P., Medical Arts Pharmacy

Bonnie Levin, Pharm.D., Laurel Regional Hospital

Joseph Libercci, B.S.P., Park Avenue Pharmacy

Glenn Lichtman, B.S.P., Holabird Pharmacy

David Liebman, B.S.P., D.P.A., Kayes AID Pharmacy

Tim Lubin, B.S.P., NeighborCare Pharmacies Inc.

Heidi Lucking, B.S.P., Garrett County Memorial Hospital

Alonzo Mable, B.S.P., Group Health Association

Marie Mackowick, B.S.P., Crownsville Hospital Center

Peter Tabi Mbi, B.S.P., K-Mart Pharmacy #3167

John McArthur, B.S.P., Alaska Area Native Health Service

Stephanie McDaniel, B.S.P., CVS # 1500

Mark McDougall, B.S.P., McDougall's Pharmacy

Helen McFarland, B.S.P., Johns Hopkins Hospital

Colleen McGowan, B.S.P., Marrion Merrell Dow

Mary Mease, B.S.P., Ogden BioServices

Janet Mighty, B.S.P., Mercy Medical Center

Charles Mihalik, B.S.P., Maryland General Hospital

Penny Miles, B.S.P., CVS #1458

Harvey Miller, B.S.P., Rite Aid #352

David Miller, B.S.P., Maryland Pharmacists Association

Martin Mintz, B.S.P., Northern Pharmacy and Medical Equipment

Kimberly Moore, B.S.P., Paradise Pharmacy

Lynn Steele Moore, M.T., Medical Center ol Delaware

Jeffrey Moyer, B.S.P., Waynesboro Hospital

Charles Muendlein, B.S.P., Lykos Pharmacy

Wendy Munroe, B.S.P., Health Outcomes

Kevin Musto, B.S.P., Edgehill Drugs Inc.

Timothy Muth, B.S.P., Syncor Medical Services (iroup

Louis Myers, B.S.P., Harbor Hospital Center

Linda Nadal-Hermida, B.S.P., K-Mart Pharmacy

Cecilia Nathan, B.S.P., Liberty Medical Center

School of Pharmacy

Leon Nelson, B.S.P., Rite Aid

John R. Newcomb, B.S.P., Nationwide Pharmacy

Joseph Nusbaum, B.S.P., Ambulatory Care Pharmacy

Sandra Oliver, B.S.P., Johns Hopkins Hospital

John Ominski, B.S.P., Walter Reed Army Medical Center

Michael J. Orsini, B.S.P., University of Maryland Medical Systems

Helen Osborn, B.S.P., Montgomery General Hospital

Richard Ottmar, M.S., Sacred Heart Hospital

Mercy Owoh, B.S.P., Kaiser Permanente Medical Center

Joseph Pariser, B.S.P., Giant Pharmacy

Daniel Pastorek, B.S.P., Kay Cee Drugs

Sailesh Patel, B.S.P., Horizons Professional Pharmacy

David Patterson, B.S.P., Memorial Hospital

Robert Patti, B.S.P., Hanover General Hospital

Martin Paul, B.S.P., Jacksonville Pharmacy

Carol Paulick, B.S.P., St. Agnes Hospital

Normand Pelissier, B.S.P., Church Hospital

James Pellenbarg, B.S.P., Drug Counter

David Perrott, B.S.P., Mount Washington Pediatric Hospital

Mark Pilachowski, B.S.P., Rite Aid Pharmacy

Bonnie Pitt, B.S.P., Frederick Memorial Hospital

Howard Pollack, B.S.P., Towson Pharmacy

David Posner, B.S.P., Giant Pharmacy # 1053

John Pycha, B.S.P., Woodhaven Pharmacy

Jacob Raitt, B.S.P., Weiner's Pharmacy

Patricia Richards, B.S.P., Group Health Association

Stephen Riggin, B.S.P., MacGillivray's of Paca

Arthur Riley, M.S., Washington Heights Medical Center Pharmacy

Carol Ritchie, B.S.P., The Thomas B. Finan Center

Michael D. Roberts, B.S.P., National Rehabilitation Hospital

Michael Roberts, B.S.P., Annapolis Professional Pharmacy

David Rochlin, B.S.P., Giant Pharmacy # 1074

Jeffrey Rodkey, B.S.P., Rite Aid #335

Leon Rosen, B.S.P., Kaufmann's of Kenilworth

Dennis Rosenbloom, B.S.P., Rexall Pharmacy

Richard Rumrill, M.S., Howard County General Hospital

Cyrus Samet, B.S.P., Bon Secours Hospital

Brian Sanderoff, B.S.P., Sappe's Pharmacy

Daniel Satisky, B.S.P., MacGillivray's Pharmacy

Angelica Schneider, B.S.P., NeighborCare Pharmacy Inc.

Kenneth Schneider, B.S.P., Safeway Pharmacy

Joseph Schuman, B.S.P., Maryland Rehabilitation Center

Brian Schumer, B.S.P., Penn-Dol Pharmacy

Donald A. Schumer, B.S.P., Penn-Dol Professional Pharmacy

Gregory Shaeffer, B.S.P., The Milton S. Hershey Medical Center

Brent Sharf, B.S.P., Bon Secours Hospital

Administration and Faculty

Kelly Shaner, B.S.P., The Pharmacy at Fairmont Hill

Winette Sherard, B.S.P., Walter P. Carter Center

Bertram Shevitz, B.S.P., Rite Aid

Robert Sinker, B.S.P., Potomac Village Pharmacy

Dennis Smith, B.S.P., Greater Baltimore Medical Center

John C. Smith, B.S.P., Giant Pharmac)'

Sue Smith-Walls, B.S.P., Edgehill Drugs, Inc.

Jennifer Snyder-Rowan, B.S.P., Thrift Drug

Gary Sobotka, B.S.P., CVS

Joseph Sokol Jr, B.S.P., Twin Knolls Pharmacy

Raymond Spassil, M.S., Memorial Hospital

Samuel Speedone, B.S.P., Frostburg Hospital

Carol Stevenson, B.S.P., Fallston Hospital

Jerry Stewart, B.S.P., Memorial Hospital

Gary Ross Stout, B.S.P., Safeway Pharmacy # 1423

Maria Surgent, B.S.P., Calvert Arundel Pharmacy

William Tabak, B.S.P., Rite Aid Pharmacy

Karen Tafoya, B.S.P., Southgate Professional Pharmacy

Peter Tarn, B.S.P., Calvert Memorial Hospital

Richard Tarr, B.S.P., Giant Pharmacy #1074

James Tauer, B.S.P., Crownpoint Indian Hospital

Lawrence Taylor, B.S.P., REVCO #2707

J. Bradley Thomas, B.S.P., The Medicine Shoppe

Jodie Thomas, B.S.P., The Medicine Shoppe

Vito Tinelli Jr., B.S.P., Chestertown Pharmacy

Brian Trentler, B.S.P., Johns Hopkins Hospital

Penelope Trikeriotis, B.S.P., Giant Pharmacy #1211

Kathleen Truelove, B.S.P., Johns Hopkins Hospital

Leila Valencia, B.S.P., NeighborCare Pharmacies Inc.

John VanWie, B.S.P., Safeway Pharmacy

Wayne VanWie, B.S.P., Safeway Pharmacy #1281

Rebecca A. Viola, B.S.P., Walter Reed Army Medical Center

Doris R. Voigt, B.S.P., Kimbrough Army Community Hospital

Dorothy Wade, B.S.P., Nat'l Pharmaceutical Council

Ken Walters, Pharm.D., Sheppard Pratt Hospital

Richard Wankel, B.S.P., Howard and Morris

Pamela Waring, B.S.P., Group Health Association

Robyn Warnick, B.S.P., V.A. Medical Center - Ft. Howard

Jasper Watkins IH, B.S.P., Walter Reed Army Medical Outer

Donald Way, B.S.P., North Arundel General Hospital

C. Edwin Webb, Pharm.D., M.P.H. American Association of Colleges of

Pharmacy
David Weetman, B.S.P., Johns Hopkins Hospital
Joann N. Wehnert, B.S.P., Apple Drug
Michael Weinstein, B.S.P., The Apothecary
Debra S. Weintraub, Pharm.D., Suburban Hospital

School of Pharmacy

Robert Whalen, B.S.P.. Wal-Mart Pharmacy

Thomas Wieland, B.S.P., Maxor Pharmacy

Stephen Wienner, B.S.P., Medical Arts Pharmacy

Lewis E. Williams, B.S.P., York Hospital

Thomas Wilson, B.S.P., Cape Drug

Thomas Williams, B.S. Pharm., Medical Center of Dundalk

Deborah Winkel, M.A., Barre-National/AXL Laboratory

Jane Wuenstel, B.S. P., Washington Adventist Hospital

Ellen Yankellow, B.S. P., Choice Drug of Maryland

Martin Yankellow, B.S. P., Rite Aid Pharmacy

Irvin Yospa, B.S. P., Family Pharmacy of Hampstead

Deirdre Younger, B.S. P., Health Center Pharmacy

Jonas J. Yousem, B.S. P., Wilde Lake Pharmacy

Faramarz Zarfeshanfard, B.S. P., Johns Hopkins Hospital

Administration and Faculty 8 1

Policy Statements

UNIVERSITY OF MARYLAND AT BALTIMORE MISSION
STATEMENT

The University of Maryland at Baltimore (UN4AB) aspires to advance knowledge
in health care, law, social welfare and related disciplines through research, teaching
and service; to promote partnerships and develop interdisciplinary/interprofes-
sional programs that address critical issues in these areas; to assist in the integration
and transfer of new knowledge; and to play a significant role in shaping health care,
legal and social services for Maryland and the mid-Atlantic region. UMAB's prin-
cipal goal is to become a center of focused excellence in professional, graduate and
continuing education and to promote excellence in research and scholarship, both
basic and applied.

Located in downtown Baltimore, UMAB is the public institution in Mary-
land responsible for providing caring and competent ptofessionals in dentistry, law,
medicine, nursing, pharmacy and social work. It also offers combined degree pro-
grams and is developing other interprofessional joint degree programs. Along with
its three major partners (the University of Maryland System, the Baltimore Veter-
ans Affairs Medical Center, and the Medical Biotechnology Center), UMAB is one
of the fastest growing biomedical research centers in the nation and plays an impor-
tant role in strengthening the infrastructure of the regional economy.

As a constituent institution of the University of Maryland System, UMAB
practices affirmative action, cooperates with other educational segments in Mar\'-
land, collaborates with other UMS institutions to provide citizens access to high
quality educational services and serves the educational, economic and cultural
needs of Maryland.

UMAB and UMBC administer the programs of the University ot Maryland
Graduate School, Baltimore (UMGSB), one of the UMS_ two principal centers tor
research and doctoral level training. While specific criteria for achieving excellence
vary from school to school, UMAB expects its faculty to teach, to conduct research,
and to practice their professional skills through clinical service, community inter-
action and scholarship.

FACULTY, STUDENT AND INSTITUTIONAL RIGHTS AND
RESPONSIBILITIES FOR ACADEMIC INTEGRITY

Preamble

IIk- academic enterprise is characterized by reasoned discussion between student
anci teacher, a mutual respect for the learning and teaching process, and intellec-
tual honesty in the pursuit of new knowledge. By tradition, students and teachers
have certain rights and responsibilities which they bring to the academic commu-
nity. While the following statements do not imply a contract between the teacher

School of Pharmacy

or the institution and the student, they are nevertheless conventions which should
be central to the learning and teaching process.

I. Faculty Rights and Responsibilities

A. Faculty members shall share with students and administrators the respon-
sibility for academic integrity.

B. Faculty members shall enjoy freedom in the classroom to discuss subject
matter reasonably related to the course. In turn, they have the responsi-
bility to encourage free and honest inquiry and expression on the part of
students.

C. Faculty members, consistent with the principles of academic freedom,
have the responsibility to present courses that are consistent with their
descriptions in the catalog of the institution. In addition, faculty members
have the obligation to make students aware of the expectations in the
course, the evaluation procedures and the grading policy.

D. Faculty members are obligated to evaluate students fairly, equitably and
in a manner appropriate to the course and its objectives. Grades must be
assigned without prejudice or bias.

E. Faculty members shall make all reasonable efforts to prevent the occur-
rence of academic dishonesty through appropriate design and adminis-
tration of assignments and examinations, careful safeguarding of course
materials and examinations, and regular reassessment of evaluation
procedures.

F. When instances of academic dishonesty are suspected, faculty members
shall have the responsibility to see that appropriate action is taken in accor-
dance with institutional regulations.

II. Student Rights and Responsibilities

A. Students share with faculty members and administrators the responsibil-
ity for academic integrity.

B. Students have the right of free and honest inquiry and expression in their
courses. In addition, students have the right to know the requirements of
their courses and to know the manner in which they will be evaluated and
graded.

C. Students have the obligation to complete the requirements of their
courses in the time and manner prescribed and to submit to evaluation of
their work.

D. Students have the right to be evaluated lairly, equitably, and in a timely
manner appropriate to the course and its objectives.

E. Students shall not submit as their own work any work which has been pre-
pared by others. Outside assistance in the preparation of this work, such
as librarian assistance, tutorial assistance, typing assistance or such special
assistance as may be specified or approved by the appropriate faculty
members, is allowed.

F. Students shall make all reasonable efforts to prevent the occurrence of aca-
demic dishonesty. They shall by their own example encourage academic

Policy Statements 83

integrity and shall themselves refrain from acts of cheating and plagiarism
or other acts of academic dishonesty.
G. When instances of academic dishonesty are suspected, students shall have
the right and responsibility to bring this to the attention of the facult)' or
other appropriate authority.

III. Institutional Responsibility

A. Constituent institutions of the University of Maryland System shall take
appropriate measures to foster academic integrity in the classroom.

B. Each institution shall take steps to define acts of academic dishonest}', to
ensure procedures for due process for students accused or suspected ot
acts of academic dishonest)', and to impose appropriate sanctions on
students found to be guilty of acts of academic dishonesty.

C. Students expelled or suspended for reasons of academic dishonesty by
any institution in the Universit)' of Maryland System shall not be admis-
sible to any other UMS institution if expelled, or during any period of
suspension.

CONFIDENTIALITY AND DISCLOSURE
OF STUDENT RECORDS

It is the policy of the University of Maryland at Baltimore to adhere to the Family
Educational Rights and Privacy Act (Buckley Amendment). As such, it is the pol-
icy of the university (1) to permit students to inspect their education records, (2)
to limit disclosure to others of personally identifiable information from education
records without students' prior written consent and (3) to provide students the
opportunit)' to seek correction of their education records where appropriate. Each
school shall develop policies to ensure that this policy is implemented.

SCHEDULING OF ACADEMIC ASSIGNMENTS

ON DATES O^ RELIGIOUS OBSERVANCE

It is the policy of the University of Maryland at Baltimore to excuse the absence(s)
of students that result from the observance of religious holidays. Students shall be
given the opportunity, whenever feasible, to make up, within a reasonable time, any
academic assignments that are missed due to individual participation in religious
observances. Opportunities to make up missed academic assignments shall be
timely and shall not interfere with the regular academic assignments of the student.
Each school/academic unit shall adopt procedures to ensure implementation of this
policy.

School of Pharmacy

ELIGIBILITY TO REGISTER AT UMAB

A student may register at UMAB when the following conditions are met: (1) the
student is accepted to UMAB, (2) the student has received approval from the unit
academic administrator and (3) the student has demonstrated academic and finan-
cial eligibility.

REVIEW OF ALLEGED ARBITRARY AND

CAPRICIOUS GRADING

It is the policy of the Universit)' of Maryland at Baltimore that students be provided
a mechanism to review course grades that are alleged to be arbitrary or capricious.
Each school/academic unit shall develop guidelines and procedures to provide a
means for a student to seek review of course grades. These guidelines and proce-
dures shall be published regularly in the appropriate media so that all faculty and
students are informed about this policy.

THE UNIVERSITY OF MARYLAND POSITION ON

ACTS OF VIOLENCE AND EXTREMISM WHICH ARE

RACIALLY, ETHNICALLY, RELIGIOUSLY OR

POLITICALLY MOTIVATED

The Board of Regents strongly condemns criminal acts of destruction or violence
against the person or property of others. Individuals committing such acts at any
campus or facility of the university will be subject to swift campus judicial and per-
sonnel action, including possible suspension, expulsion or termination, as well as
possible state criminal proceedings.

SERVICE TO THOSE WITH INFECTIOUS DISEASES

It is the policy of the University of Maryland at Baltimore to provide education and
training to students for the purpose of providing care and service to all persons. The
institution will employ appropriate precautions to protect providers in a manner
meeting the patients' or clients' requirements, yet protecting the interest of students
and faculty participating in the provision of such care or service.

No student will be permitted to refuse to provide care or service to any
assigned person in the absence of special circumstances placing the student at
increased risk for an infectious disease. Any student who refuses to treat or serve an
assigned person without prior consent of the school involved will be subject to
penalties under appropriate academic procedures, such penalties to include sus-
pension or dismissal.

Policy Statements

HUMAN RELATIONS CODE

Article I — Purpose

A. The University of Maryland at Baltimore (UMAB) is committed to the prin-
ciples of free inquiry. It is also committed to human service. These commit-
ments imply respect for all people, irrespective of any personal characteristics,
and evaluation and advancement of individuals on the basis of their abilities
and accomplishments with regard to all university matters.

UMAB affirms its commitment to a policy of eliminating unlawful discrim-
ination on the basis of race, color, creed, sex, sexual orientation, marital status, age,
ancestry or national origin, physical or mental handicap or exercise of rights secured
by the First Amendment of the United States Constitution. UMAB also is com-
mitted to eliminating unlawful sexual harassment, which is recognized as sex dis-
crimination. UMAB will not condone racism, bigotry or hatred in any form
directed to any individual or group of individuals under any circumstances.

B. UMAB establishes this Human Relations Code consistent with the policies of
the Board of Regents of the University of Maryland System. The specific pur-
pose of this Code is to prevent of eliminate discrimination which is unlawful.
This goals is to be accomplished through educational programs and through
existing grievance procedures.

Article 11 — Scope of the Code

A. This Code prohibits unlawful discrimination by the university, or by those
using university facilities, with respect to employment, student placement ser-
vices, promotion, or the award of academic or economic benefits on the basis
of race, color, creed, sec, sexual orientation, martial status, age, ancestry or
national origin, physical or mental handicap, or the exercise of rights secured
by the First Amendment of the United States Constitution. The code does not
apply to potential students, potential employees and to business relations
between the university and other individuals or organizations.

B. Nothing is this Code shall be construed to prohibit adoption of requirements
cleanliness, neatness, uniforms, or other prescribed standards when uniformly
applied for admittance to any facility for participation in clinical education or
clinical activities, or when a standard is required in the interest of public rela-
tions or to avoid danger to the health, welfare or safety of any individual,
including students, employees, or the public.

C. Exceptions

1 . The enforcement of federal, State, or Baltimore City laws and regulation
does not constitute prohibited discrimination for the purposes of this
Code. Separate housing or other facilities for men and women, mandatory
retirement age requirements, variations in benefit packages based on mar-
ital status, and religious and ethnic/cultural clubs are not prohibited.

2. This Code is not to be construed to alter the methods by which promo-
tions in academic rank may be achieved or by which salaries of faculty or
employees may be determined. However, if in the course of any grievance,
it is alleged that discrimination has resulted in unfair application of stan-

School of Pharmacy

I

dards of promotion or salary change, the appropriate fact finder may make
a report to the campus authority responsible for making a final decision in
the matter. The report will be advisory.

D. Specific activities subject to the Code.

The Code shall apply to the UMAB community in relation to activities
including:

1. All educational, athletic, cultural and social activities occurring on the
campus or at another location under UMAB's jurisdiction.

2. All services rendered by the campus to students, faculty and staff, such as
job placement programs and off-campus listings of housing.

3. University sponsored programs occurring off-campus, including cooper-
ative programs, adult education, including education and seminars.

4. Subject to limitations stated previously, employment relations between
UMAB and all of its employees, including faculty.

5. The conduct of UMAB employees and their colleagues, supervisors or sub-
ordinates who are employed by UMAB's affiliates (e.g., UMMS).
Although UMAB cannot directly control the behavior of affiliates'
employees, UMAB will work with its affiliates to eliminate action by their
personnel contrary to this code.

E. In the event of any questions about the applicability of the Code to a specific
issue presented in a grievance, the UMAB president shall make the final deci-
sion concerning the scope of the Code.

Article III — Administrative Matters

This Code shall be effective July 1 , 1987, or, if later , upon receipt of final approval
(a) from the Chancellor of the University of Maryland System and, (b) with respect
to form and legal sufficiency, from the Office of the Attorney General. This Code
is subject to modification by the President with the approval of the Office of the
Attorney General as to form and legal sufficiency. With regard to all issues, the
Code shall be interpreted to be consistent with Borad of Regents policies, with laws
and regulations applicable to the university, and with the principles that final deci-
sions with respect to academic promotions, establishment of salaries, and grading
and evaluation of students shall be made by the academic community and not pur-
suant to this Code. (Last modified 7/93)

Policy Statements

STUDENT SEXUAL HARASSMENT

UMAB policy prohibits sexual harassment of students by colleagues or faculty.
Using the definition established by the United States Equal Employment Oppor-
tunity Commission, sexual harassment is defined as unwelcome sexual advances,
unwelcome requests for sexual behaviors, and other behavior of a sexual nature.
Proven harassment can result in disciplinary action including suspension or expul-
sion. Questions about peer or faculty behavior that may constitute sexual harass-
ment may be directed to the Associate Dean of Student Affairs and Student
Administration or to the Director of Student Services. Additional information on
the definition, examples and remedies for sexual harassment are contained in the
campus publication. The Student Answer Book.

No provision of this publication shall be construed as a contract between any
applicant or student and the University of Maryland at Baltimore. The university
reserves the right to change any admission or advancement requirement at any time. The
university further reserves the right to ask a student to withdraw at any time when it is
considered to be in the best interest of the university.

School of Pharmacy

TO REACH THE CAMPUS

The university is located in downtown Baltimore, six blocks west of the
Inner Harbor and two blocks north of Oriole Park at Camden Yards in the
UniversiryCenter district.

Directions

From 1-95: Take Rte. 395 (downtown Baltimore) and exit onto Martin Luther
King Jr. Blvd., staying in right lane. At fourth traffic light, turn right onto Balti-
more St. Turn left at second traffic light onto Paca St.
(get into right lane) and enter the Baltimore Grand Garage (on your right).

Bus

MTA routes 1, 2, 7, 8, 11, 20, 35 and 36 serve the campus.

Subway

The Baltimore Metro runs from Charles Center to Owings Mills. Stops nearest the
university are at Lexington Market and Charles Center.

Light Rail

Light rail connects park and ride locations in northern Baltimore County and Ori-
ole Park at Camden Yards, then continues south to Glen Burnie. The
UniversiryCenter stop is two blocks east of campus on Baltimore Street.

Train

MARC commuter service runs from Camden Station, 301 W. Camden Street.

Campus Maps

UniversityCenter Area, University of Maryland at Baltimore

1 ^ns

Isi^^iiil

VP Visitor? Parking OP Oencal Patient Parking PP Patient Parlong SP Student Parking PO Parking Office

Patient Care Facilities

Dunning Ha

636 West L

East Hall

S20 West Lombard Street

Environmental Health

and Safety Building

714 West Lombard Street

I South Greene Street

Law Schiool and Marshall

Law Library

500 West Baltimore Street

Maryland Bar Center
520 West Fayene Street
Medical Biotechnology Center
721 West Lombard Street

655 West Baltimore Street
Medical School Teaching

10 South Pine Street

Pascault Row
65 1 -655 West L

20 North Pine Street

Ronald McDonald House
635 West Lexington Street
Social Work School
52S West Redwood Street
SDte Medical Examiner's
Building

Whitehurst Hall

624 West Lombard Street

405 West Redwood

Street Building

701 West Pratt Street

Building

University Health Center

1 20 South Greene Street

University of Maryland

22 South Greene Street
University of Maryland
Professional Building
419 West Redwood Street
Veterans Affairs Medical

Cultural and Civic Facilitie

48 Dr Samuel D, Harris
National Museum of
Dentistry (opening 1996)

44 Lexington Market

43 Market Center Post Office
4 7 Old Saint Pauls Cemetery

45 Oriole Park at Omden Yards
34 Westminster Hall

Parking Facilities

VP Baltimore Grand Garage

DP Dental Patient Parking Lot

(dental patients)
SP Lexington Garage

transporters)
P Public Parking Facilities

Assigned University Parl<ing

A Koesters Lots

B Pearl Garage/Parking Office

C Penn Street Garage

D Pratt Street Garage

£ Other assigned parking area

(

School of Pharmacy

student Right-to-Know and
Campus Security Act Request

The Sludciit Hi^ilit-to-Kium and CaTiipus Security Act (Public Law 101-542), signed
into federal law N(iveini)er8. 1990. requires that the University of Maryland at Balti-
more make readily available to its students and prospective students the information
listed below.

Should you wish to obtain any of this information, please check the a|)propriate
space(s). fill in your name, mailing address and UMAB school name, tear off this form
and sen<i it to:

University Office of Student Affairs
Attn: Student Right-to-Know Request
University of Maryland at Baltimore
Suite 336, Baltimore Student Union
621 West Lombard Street
Baltimore, MD 21201

Complete and return this portion

□ Financial Aid

D Costs of Allendin- the Universily of Marylaml at Bal

imore

D Refund Policy

D Facilities ami Services for Handicapped

D Procedures l,)r Kc\ leu (ilScliool and Campus \c, m

liUilion

D Cornpleli(.n/(;raduali()M Kales for L'ndergraduale Students

D Loan Defeiial under the Peace Corps and Domestic Volunteer Services Act

D Campus SalriN and Security

D Campus Crime Statistics

Name

UNIVERSITY OF MARYLAND

MORE

Years 1997-1998 missing

I

Doctor of Pharmacy 1999 - 2001 Catalog

versity of Maryland • School of Pharmacy

1999-2001 Catalog

for Doctor of Pharmacy (PharmD) Program

Volume 60, Number 1
August 1999

University of Maryland
School of Pharmacy
20 N. Pine St.
Baltimore, MD 21201-1180

Program Information: 410-706-7653

or 800-852-2988 (Toll Free)
Admissions Office Pharni Dhelp@rx.umaryland.edu

Nontraditionai Pathway Info 410-706-0761

Dean's Office 410-706-7650

Financial Aid (UMB) 410-706-7347

Public Affairs 410-706-5893

Web site ivu'w.phiirnuny.umaryland.edu

The University of Maryland is accredited by the Middle States Association of Colleges and Schools. The School of Phar-
macy's Doctor of Pharmacy (PharmD) programs and continuing education programs are accredited by the American
Council on Pharmaceutical Education. [For additional information, contact ACPE, 311 W. Superior St. . Chicago. 11.
60610 (312-664-3575).! The school is a member of the American Association of Colleges of Pharmacy.

The University of Maryland is actively committed to providing equal educational and employment opportunity in all of
its programs. It is the goal of the university to assure that women and minorities are equitably represented among the fac-
ulty, staff and administration of the university so that its workforce reflects the diversity of Maryland's population.

All employment policies and activities of the University of Maryland shall be consistent with federal and state laws, regu-
lations and executive orders on nondiscrimination on the basis of race, color, religion, age, ancestry national origin, sex,
sexual orientation, handicap, marital status and veteran sittrus. Sexual harassment, as a form of sex discrimination, is
prohibited among the workforce of the university.

Produced by the I Imversity of Maryknd Office of Publications »''" ^1

I

1999-2001 Catalog

University of Maryland
School of Pharmacy

Doctor of Pharmacy Program

MESSAGE FROM THE DEAN

Dear Students and Colleagues:

Health-care delivery in todays society has been transformed. New medical tech-
nologies, new drugs, and new drug delivery systems are paving the way to a
healthier world. Patients, who once had little say in their own health care, now
have not only a desire but also the means to better understand their conditions
and their medications. The Internet is providing everyone access to a wealth of
information. And pharmacists — whether in community or hospital practice, the
pharmaceutical industry, or government or nonprofit organizations — are playing
a major role in developing new and innovative medicines, managing patient drug
therapy, and helping patients understand and manage the plethora of informa-
tion available about the medicines they take.

Pharmacy education is adapting to the demands of the
changing health-care climate. A new philosophy has emerged
with the goal of achieving outcomes that lead to the improve-
ment of a patient's quality of life. In short, pharmacists
educated to meet today's and tomorrow's health needs are
concerned about how medications affect patients and the
quality of life derived from those medications.

The University of Maryland School of Pharmacy has
developed a curriculum that emphasizes problem-solving and
critical thinking, and changes the focus from teaching to learning. Through inno-
vative learning experiences — including flexibility in course structure, optional
pathways offering concentrations in specific areas of a student's interest,
expanded opportunities for electives, and shorter time-frames for coursework —
Maryland students learn to practice as patient-oriented health-care providers who
can work as part of a multiprofessional health-care team. Students have expanded
use of information technology and the Internet which provides additional tools
to enhance their learning.

Highlights of our strategic plan appear on page two. Our core goals embrace
not only education but also research and scholarly efforts to make greater contri-
butions to the discovery, development and use of medicines. The cross-cutting
goals are intended to look beyond our own horizons to develop outreach pro-
grams and to support the practice of pharmacy in general.

I hope you find this catalog helpful as you browse through the course offerings
and explore other information about our School of Pharmacy and the University of
Maryland campus. For more current information, see our web site: www.phannacy.
umaryland.edu or write me at dknapf@rx.umaryland.edu.

David A. Knapp, PhD

Dean

University of Maryland School of Pharmacy

Contents

THE UNIVERSITY

OF MARYLAND 3

THE SCHOOL OF PHARMACY 8

DOCTOR OF PHARMACY

(PHARMD) PROGRAM 14

NONTRADITIONAL

PATHWAY 24

APPLICATION AND

ADMISSIONS INFORMATION 27

FINANCIAL INFORMATION 32

ACADEMIC INFORMATION 36

ADMINISTRATION

AND FACULTY 48

UNIVERSITY OF MARYLAND

POLICY STATEMENTS 62

COURSE DESCRIPTIONS 76

AREA AND CAMPUS MAPS 98

STUDENT RIGHT-TO-KNOW AND

CAMPUS SECURITY ACT REQUEST 102

THE UNIVERSITY OF MARYLAND SCHOOL OF PHARMACY
STRATEGIC PLAN

Through its education, research and service programs, the University of Marj'land
School of Pharmacy strives to improve the health and well-being of society by
aiding in the discovery, development and use of medicines. Specifically, the goals
and objectives of the School of Pharmacy include the following:

Core Goals

1 . Educate pharmacists as lifelong learners through an excellent doctor of
pharmacy curriculum, postdoctoral residency and fellowship programs
and curricular-based adult education programs.

2. Strengthen the School's research and scholarly efforts in order to make
greater contributions to the discovery, development and use of medicines.

3. Prepare graduates for careers in independent investigation in the pharma-
ceutical, clinical, social and administrative sciences through outstanding
graduate education programs.

4. Provide cutting-edge clinical and population-based pharmaceutical care
services to meet individual and communit)' needs while supporting our
education and research efforts.

Cross-cutting Goals

5. Serve as leaders for creativity and innovation tor the profession ot pharmacy
in Maryland.

6. Improve the academic/work environment for students, staff and faculty
of the School.

7. Extend the reach of the School by continuing to build international rela-
tionships in professional and graduate education, research and service.

8. Improve the School's information technology in order to enhance all of
its programs.

GOALS OF THE DOCTOR OF PHARMACY CURRICULUM

The goals and objectives of the PharmD program are consistent with the School's
strategic plan:

• The School of Pharmacy seeks to help individuals gain the knowledge and skills
necessary to begin pharmacy practice, and in so doing, accept and perform pro-
fessional responsibilities with competence. Graduates should have the ability to
adapt their practice to the changing health-care system and should be prepared
to engage in a continuing program of professional development.

• The professional curricula will be innovative and flexible, based on strong basic
sciences, have extensive clinical content taught by practice-based faculty and
emphasize the development of problem solving and collaborative skills. The curric-
ula also provided the opportunity for advanced professional and clinical education.

• The School seeks to create an educational community that extends beyond tradi-
tional classroom sites and offers students and faculty a variety of learning
environments. These will include cultural and interprofessional programs which
broaden the experiences of our graduates.

2 School of Pharmacy

The University of Maryland

The University of Maryland is the founding campus of Maryland's public univer-
sity system and a thriving center of life sciences research and community service.
Six professional schools and a graduate school educate research scientists and
many of the region's health-care, law and social work practitioners.

With $146 million in sponsored program support in 1998, the campus is one
of the fastest-growing biomedical research centers in the country. The University is
ideally configured to tackle complex health-care, public policy and societal issues.
Our urban location and unique strengths create opportunities to comprehensively
address regional problems. Often, our solutions have global implications. AIDS,
aging, schizophrenia, hypertension, lead poisoning, cancer, child abuse and home-
lessness all are subjects of collaborative multidisciplinary research, scholarship and
community action at the University.

New partnerships among University components and with the University
of Maryland Medical System and Baltimore Veterans Affairs Medical Center
are strengthening interdisciplinary endeavors in both research and teaching. Our
proximity to Baltimore, Washington and Annapolis maximizes opportunities
for collaboration with government agencies, health-care institutions and life
sciences industries.

HEALTH SCIENCES AND HUMAN SERVICES LIBRARY

In 1998, the new state-of-the-art Health Sciences and Human Services Library
opened at 601 West Lombard Street. The new facility tripled the floor space of
the old library. In addition to its seating capacity of over 900, the library has three
microcomputer teaching labs, a distance education center, over 50 public access
workstations, 165 workstations and 40 small group study rooms. Although fully
wired and networked, the building also provides comfortable couches and chairs,
a cafe and beautiful ceremonial and historical rooms.

The Health Sciences and Human Services Library is distinguished as the first
library established by a medical school in the United States, and is a national model
of state-of-the art information technology. The HS/HSL is the regional medical
library for 10 southeastern states, the District of Columbia, Puerto Rico and the
U.S. Virgin Islands as part of the National Network of Libraries of Medicine.

Serving all schools on campus and the University of Maryland Medical Sys-
tem, the library contains more than 325,000 volumes, including over 2,300
periodicals. It is among the 25 largest health sciences libraries in the country.

In addition to traditional services such as reference support and interlibrary
loan, the HS/HSL offers an array of services including:

• Electronic access to the online catalog and over a dozen research
databases including MEDLINE, PsycINFO, Aidsline, International
Pharmaceutical Abstracts, Science Citation Index Expanded, Social
Work Abstracts and others in support of campus curricula and programs.

The University of Maryland 3

• Electronic access for photocopy requests, interlibrary loans and book
requests.

• Online access to the reference desk hsl@uniaryland.edu and the com-
puter help desk help@umaryland.edu

• An HS/HSL home page www.umaryland.edu/hshsl pTovidin^ access to
the library's full range of information and services.

• An array of educational resources covering communication, computing,
database and information management topics.

• Consultation services to help find, use and manage online information
resources more effectively.

• Help in integrating information skills into curricula and courses.

• Access to both Mac and DOS/Windows-based microlabs in the HS/HSL.
To contact the library, call 410-706-7996 or write to hsl@umaryland.edu.

UNIVERSITY COMPUTER RESOURCES

Two Information Services units — Academic Computing/Health Informatics and
Computing and Instructional Development Services — provide comprehensive
microcomputer and mainframe computing support for faculty, staff and students.

IS resources for research, teaching and learning include an information com-
mons area in the Health Sciences and Human Services Library. The commons
offers 37 Windows-based machines and access to e-mail, databases, the World
Wide Web, word processing, desktop publishing, spreadsheet and other software,
as well as color printers and resources for preparing overheads or color slides.

The campus community has access to free e-mail accounts to communicate
with others at the University and internationally by the Internet. The campus
network, UMnet, also provides access to HS/HSL resources.

Computer help is available at 410-706-HELP (4357) or via e-mail, at
help@umaryland.edu. Training workshops are available on a variety of computing
information topics. Class schedules are published in the fall and spring. There are
charges for some of the classes. Call 410-706-4763 for information. The campus
community may use TAL Centers for application program training. Call the help
desk for additional information on campus microcomputer locations, training,
network resources and e-mail packages.

STUDENT AND EMPLOYEE HEALTH

Student and Employee Health provides comprehensive health care to students.
The office is located at the University Family Practice, 29 South Paca Street.
Staffed by family physicians and nurse practitioners, the office is open Monday
through Thursday from 8:30 a.m. to 7 p.m., Friday from 8:30 a.m. to 4:30 p.m.,
and Saturday from 8:00 a.m. to noon.

Patients are generally seen by appointment (by calling 410-328-6645),
although true emergencies can be seen on a walk-in basis. Doctors can be reached

School of Pharmacy

after hours and on weekends at 410-328-8792. The doctor on call will arrange
for examination and care of students needing after-hours care.

Gynecological services, including health maintenance (Pap smears, etc.),
family planning and routine procedures, are provided by either the family physi-
cians or the nurse practitioners. Birth control pills are available at a reduced cost
for students receiving their GYN care through Student and Employee Health.
Students' families also may receive care at this office through Family Medicine
Associates, the clinical practice of the School of Medicine's Department of
Family Medicine. For an appointment, call 410-328-6645; lor information call
410-328-8792.

All full-time students must have health insurance. An excellent insurance pol-
icy providing wide coverage, including obstetrical care, is available through the
University. The cost of most of the care provided at Student and Employee
Health is covered largely by the student health fee.

Hepatitis B is an occupational illness for health-care providers. It has serious
consequences and can even be fatal. Immunization against Hepatitis B is required
for pharmacy, medical, medical technology, dental, dental hygiene and nursing
students. The series of three immunizations is given through Student and
Employee Health.

The staff of Student and Employee Health maintain strict confidentiality; no
medical or other information is given to any source without the student's written
permission.

COUNSELING CENTER

The Counseling Center provides professional individual and group counseling to
students. Some of the more common problems that face students include stress,
relationships, drugs or alcohol, eating disorders, loss of a loved one and difficult
changes in school or home life.

Students are always seen by a professional — social worker, psychologist, psy-
chiatrist or addictions counselor. Costs associated with seeing a therapist usually
are covered by health insurance; however, no one is ever denied services based on
inability to pay. Students are seen by appointment at 410-328-8404, and the cen-
ter can accommodate students' class schedules in scheduling appointments. All
Counseling Center services are completely confidential. The center is in the Bal-
timore Student Union, 621 West Lombard Street, Suite 218.

PARKING AND TRANSPORTATION

Campus parking is available to students. Commuting students must get a parking
permit (cost: $1), which permits parking on the campus but does not guarantee a
parking space. Commuters can park at the Lexington Garage and Koester's open lot
(Lexington and Pine Streets), at the current student rate ($3.50/day) on a first-come,
first-served basis. If spaces are unavailable, students will be directed to other lots.

The University of Maryland

Students who live on campus pay for parking by the semester or year and are
guaranteed 24-hour parking in a garage adjacent to their residence faciUty. For
more information about campus parking, write Parking and Commuter Services,
University of Maryland, 622 W. Fayette St., Baltimore, MD 21201 or call 410-
706-6603.

The campus also sponsors a "Caravan" shuttle bus service that transports stu-
dents from designated areas on campus to the main parking facilities and to
several nearby neighborhoods. The service is free to students, faculty and staff
with University ID. Call the University's Student Services office for the schedule
and routes (410-706-7117).

Public transportation makes the campus accessible by bus, subway and light
rail. A number of Mass Transit Authority bus routes serve the campus. For more
information, call the MTA at 410-539-5000. The Baltimore Metro Subway runs
between Charles Center and Owings Mills. The trip takes about 25 minutes.
Stops closest to campus are at Lexington Market and Charles Center. For more
information, call the MTA number above. The Light Rail line runs from north-
ern Baltimore County to points south of the city including Glen Burnie and BWI
Airport. The University stop is three blocks east of campus, at Baltimore and
Howard Streets. The Maryland commuter train service (MARC) runs from
Camden Station, 301 West Camden Street, at Howard St. For information, call
800-325-7245. Amtrak trains run from Penn Station, 1500 N. Charles Street at
Mt. Royal Avenue. For information, call 800-523-8720.

LIVING IN BALTIMORE

Baltimore is a fun, friendly city with many affordable and convenient housing
options. The brochure University Housing Options, which describes on- and off-
campus student housing, is available from the Housing Office in room 122 of the
student union, or by calling 410-706-7766.

On-campus housing includes two University complexes — the Baltimore
Student Union and Pascault Row Apartments — featuring apartments and dormi-
tory style rooms as well as unfurnished apartments in a half-dozen privately
owned loft-district buildings around the campus.

Many students choose to live in neighborhoods near the campus. A wide
range of rooms, apartments and home rentals are also available throughout the
Baltimore metropolitan area. For more information about available rooms and
apartments, stop by the Housing Office, call 410-706-8087 or visit www.UMB-
Apartment-Guide. com.

THE CITY OF BALTIMORE

In addition to professional opportunities, Baltimore offers a stimulating environ-
ment in which to live and study. Several blocks from the campus is the nationally
acclaimed Inner Harbor area, where Harbor place, the National Aquarium, the

6 School of Pharmacy

Maryland Science Center and other facilities share an attractive waterfront with
sailboats, hotels, restaurants and townhouses. The Baltimore Metro, Light Rail,
and buses link downtown with the suburbs.

Baltimore boasts lively entertainment, world-class museums, fine music and
professional theaters. For sports fans, Baltimore features Orioles baseball with
Camden Yards stadium being only two blocks from campus. Ravens football,
whose stadium is next to Camden Yards, and the Baltimore Thunder league-
winning lacrosse. The nearby Chesapeake Bay offers unparalleled water sports
and the seafood for which the region is famous.

CLOSE TO WASHINGTON, DC

The campus is located 50 miles from the nation's capital — home to many profes-
sional organizations, including the American Association of Colleges of Pharmacy
and the American Pharmaceutical Association. The School's proximity to the
District of Columbia offers numerous opportunities for students and faculty to
participate in health-care policy and research programs or activities. Many stu-
dents complete their experiential rotations with these organizations. An economic,
political and cultural center, Washington also affords researchers access to some of
the world's best libraries, including the Library of Congress and the National
Library of Medicine.

Washington also offers countless sightseeing opportunities. Visitors to the city
of monuments, memorials and museums frequent such historic landmarks as the
Capitol, the White House and Ford's Theater, or explore the Smithsonian's muse-
ums or the National Zoo. Washington is also served by an excellent public
transportation system.

The University of Maryland

The School of Pharmacy

THE SCHOOL AND ITS HISTORY

The University of Maryland School of Pharmacy has a rich and distinguished
heritage. First incorporated as the Maryland College of Pharmacy on January 27,
1841, it is the oldest pharmacy school in the South and the fourth oldest in the
country. Primarily an independent institution until 1904, the Maryland College
of Pharmacy then became the department of pharmacy of the University of
Maryland. In 1920, the University of Maryland in Baltimore merged with the
Maryland State College at College Park to form the state University. Today, the
School is one of the seven professional schools of the University of Maryland.

Throughout its history, the School of Pharmacy has been a local and national
leader in the profession of pharmacy. It was a founding member of the American
Association of Colleges of Pharmacy, the professional organization established to
formulate uniform standards for the graduation of pharmacy
students. The School was also instrumental in the formation of the American
Council for Pharmaceutical Education, the national accreditation organization
for schools of pharmacy.

In 1970, through the efforts of the School and the Maryland Board of Pharmac)',
Maryland became the first state to replace unstructured internships with a profes-
sional experience program incorporated in the School's curriculum, setting a
national standard for professional pharmacy education. In 1980, Maryland became
the first School of Pharmacy to establish a Center for the Study of Pharmacy and
Therapeutics for the Elderly, now the national model for pharmacy geriatric educa-
tion. In 1993, Maryland again set a new benchmark for the nation by implementing
a pace-setting Doctor of Pharmacy (PharmD) program.

COMMITMENT TO DIVERSITY

The School strives to achieve racial, sexual and ethnic diversity in its enrollment. To
achieve this objective every consideration is given to minority student applicants.
The 1999 enrollment statistics reflect the diversity of the student population: 49%
Caucasian, 27% Asian, 15% African-American, 6% International, 2% Hispanic
and 1% Native American.

COMPLIANCE WITH ADA LEGISLATION

in accordance with the Americans with Disabilities Act of 1990, the School
examines all aspects of its programs and services to ensure accessibility to quali-
fied students with disabilities. From recruitment to commencement, the School

School of Pharmacy

strives to create an environment that respects individual differences while
challenging students to perform to their optimal ability. Modifications tailored
to the needs of the diverse student population include applications, brochures,
course materials and examinations offered in alternate formats and modifying
the length of time to complete degree requirements. Equally important, the
administration reviews organizational activities that would prohibit participa-
tion by students with disabilities and provides services for these students to
ensure their rights and protection under the law. With increased use of computer
technology, the School makes information more accessible and is better able to
serve students with disabilities.

FACILITIES

The School moved to Pharmacy Hall, a seven-story facility on Pine Street, in
1982. Situated at the west entrance to the campus, Pharmacy Hall houses class-
rooms and lecture facilities, research laboratories, conference rooms and
administrative offices for the School of Pharmacy. Pharmacy Hall also houses a
GMP (Good Manufacturing Practices) facility capable of producing drugs for
human consumption. The Pharmacy Learning Center opened in 1999 and
houses teaching laboratories, a lecture hall, classrooms, seminar rooms, a student
lounge, a web-based instructional development facility and faculty offices. The
building is wired for Internet access. Projection systems enable presenters to make
Power Point presentations and utilize Web sites in their lectures.

Some members of the Pharmacy Practice and Science Department are located
two blocks away in the five-story Allied Health Building, which opened in 1992.
Located at 100 Penn Street, it is located diagonally across from the Maryland
Pharmacists Association offices in the Kelly Building at 650 West Lombard
Street. School staff and faculty are also located in the Century Building, at
506 West Fayette Street, the Greene Street Building (100 N. Greene St.), and the
University of Maryland Biotechnology Institute on Lombard Street.

COMMUNITY AND PROFESSIONAL SERVICE AND RESEARCH
SUPPORT PROGRAMS

In addition to its degree programs, the School offers several community service and
research support programs. The School's Academic Computing Laboratory is
located on the third floor of Pharmacy Hall. It has 1 8 computers for professional
student and general use, as well as a laser printer. The School has 303 computers —
271 IBMs and 32 Macintosh — and 215 printers, including 60 laser printers and
one color laser. These computers are linked to a Local Area Network (LAN) to
share files, software and to use electronic mail. Additional computers are located in
the Swain Pharmacy Practice Laboratory, equipped with state of the art computers
and pharmacy software for educational use.

The School of Pharmacy

The Biomedicinai Chemistry NMR Center houses a G.E. 300 MHZ nuclear
magnetic resonance spectrometer. The superconducting magnet, the heart of the
instrument, is permanently immersed in a vacuum-jacket reservoir of liquid helium
(-260°C) and allows the detection and accurate determination of protons, '^C,"P
and other nuclei of biological importance. The NMR was the first instrument of its
kind on campus that opened up many new avenues of research within the School,
greatly increasing the number of inter-school collaborative ventures.

The Center on Drugs and Public Policy contributes to informed debate of
drug policy issues in our society. In addition to conducting research on major
drug policy issues, the center organizes conferences and workshops and serves as
a consultant on drug issues to organizations in the private and public sectors.
Fellowships or externships are available to professionals from industry, state and
local agencies, foreign governments, or universities who want a campus-based
experience in drug-related policy research as well as an orientation to relevant
agencies and organizations based in the Baltimore- Washington area.

The Peter Lamy Center on Drug Therapy and Aging serves as the focal point
of all of the School's geriatric education, service and research activities. It provides
continuing education programs on both the state and national levels. Federal and
private funding supports the center's efforts to foster relevant research by faculty
and graduate students from all School departments. The Center administers the
Elder-Health Program, which informs pharmacy students and retired pharma-
cists about the social and psychological aspects of drug use among the elderly, as
well as the therapeutic goals of treatment for prescribed and over-the-counter
medications. The students and retirees then take this knowledge and provide pre-
sentations to elderly members of the community.

The Computational Chemistry Laboratory is where mathematical models are
applied to the study of biochemical systems. The goal of these studies is to better
understand the relationship between the three-dimensional structure and dynamics
of biological molecules and their physiological function. Such knowledge allows for
detailed analysis of the molecular basis of disease, a rational basis for the design of
therapeutic agents. These approaches greatly increase the efficiency of the drug
discovery process and can lead to significant savings of both time and money, of
which may ultimately be passed on to the consumer.

The Mass Spectrometry Laboratory houses equipment used to determine the
structure of unknown chemicals and provide quantitative measurements of drugs
and chemicals from a variety of sample sources. The laboratory's focus is on both
basic and applied research, increasing analytical services on the University of
Maryland campus and supporting expanded mass spectrometry-rclated research
activities in the larger scientific community.

The Maryland Poison Center serves as the regional poison center for the state
of Maryland. As an emergency telephone service, it provides 24-hour toxicity and
treatment information to the general public and to health professionals. Staffed by
pharmacists and registered nurses, the center handles over 54,000 poison-related
calls each year. It is certified by the American Association of Poison Control Cen-
ters as a regional poison center. University of Maryland health professional

School of Pharmacy

students wotk within the center. It serves as an educational site for both pharmacy
students and medical residents.

The Mental Health Program of the School of Pharmacy is a joint venture
with the Developmental Disabilities Administration and Mental Hygiene
Administration of the state of Maryland. Its primary goal is to upgrade all aspects
of pharmacy practice within the state's mental health facilities. The program also
serves as a site for pharmacologic and administrative research in mental health, a
testing ground for the development of innovative strategies in mental health
pharmacy practice and a training resource for mental-health-related issues. Mem-
bers of the School's faculty serve at nine mental health sites around the state.

The Office of Substance Abuse Studies conducts research and community
service in the field of substance abuse and dependence. OSAS is also responsible
for the School's drug and alcohol abuse programs, including administration of
the Student Committee on Drug Abuse Education (SCODAE), operation of a
drug-abuse information telephone service and publication of the quarterly
newsletter PharmAlert. SCODAE is a volunteer organization of pharmacy stu-
dents who, with faculty support and guidance, are committed to the
development of rational attitudes about drugs by serving as a source for accurate,
unbiased drug information. SCODAE students present drug education lectures
to a variety of groups from elementary school children to health-care providers.

University Pharmaceuticals of Maryland, Inc., a for-profit corporation, is a
subsidiary of the Pharmaceutical Education Development Corporation, a not-for-
profit foundation created by the School of Pharmacy. UPM is a contract resource
organization that offers a modern GMP facility and an analytical/bio-analytical
laboratory for dosage form design and evaluation. UPM offers a broad range of
services in the drug development and approval process: preformulation and
formulation development, excipient testing, process optimization and feasibility
studies. UPM's staff provides consultant services in dosage form design (solid,
liquid, semi-solid, inhalation), regulatory affairs (NDA, INDA, and ANDA) and
analytical development (assay, dissolution, bio-assay). UPM's Education division
provides outcome-based staff development programs and educational experiences
for pharmacists and pharmaceutical scientists in industry, government and
other universities.

STUDENT GOVERNMENT

The School's Student Government Association coordinates all student government
activities. Through its officers and committees, the SGA sponsors numerous
social, service and educational events. All professional pharmacy students belong
to the SGA. The executive committee of SGA includes the presidents of all of the
School's organizations. The committee meets periodically with School administra-
tors to discuss issues affecting students. At the University level, the University
Student Government Association coordinates the student government activities of
the seven professional schools. USGA representatives are elected by the students of
all seven schools.

The School of Pharmacy

LECTURE SERIES

The School supplements its reguhir curticulum with the following special lectures
and symposia:

Francis S. Balassone Memorial Lecture. The Maryland Pharmacists Associa-
tion, the School of Pharmacy Alumni Association and the School sponsor this
lectureship as a memorial to Francis S. Balassone. A 1940 graduate of the School,
he was president of the Alumni Association, a distinguished former faculty member
and a past president of the National Association of Boards of Pharmacy.

Andrew G. DuMez Memorial Lecture. This lectureship was established in
1969 by Mrs. DuMez in memory of her husband. Dr. Andrew G. DuMez. dean
of the School of Pharmacy from 1926 to 1948, Dr. DuMez was a distinguished
educator and leader in pharmacy in Maryland, the United States, and interna-
tionally.

Ellis Grollman Lecture in Pharmaceutical Sciences. Mrs. Evelyn Grollman
Glick funded a lecture program in memory of her brother, Ellis Grollman, in
1983. Dr. Grollman was a 1926 graduate of the School. Each year a nationally
recognized researcher in the pharmaceutical or related basic sciences is invited to
present this lecture.

Peter P. Lamy Lecture. The Peter P. Lamy Lecture was inaugurated in 1992
in recognition of Dr. Lamy's career as an international authority on geriatrics
and gerontology. This lecture provides an opportunity for pharmacists to discuss
critical issues in the care of the nation's elderly.

Dean's Colloquium. The Dean's Colloquium brings together students, fac-
ulty, and nationally recognized scientists and clinicians to discuss contemporary
issues of relevance to pharmacy and health care. These seminars provide unique
opportunities for interaction and exchange of new information on topics related
to pharmacy practice and science.

ENDOWED CHAIRS

The Emerson Professorship in Pharmacology was endowed in 1927 as a chair in
Biological Testing and Assay by Captain Isaac Emerson, president of the
Emerson Drug Company. The first chair was filled by Dr. Marvin Thompson, a
pharmacologist at the Food and Drug Administration at the time. Dr. Clifford
W. Chapman, a pharmacologist from the Canadian National Laboratories was
appointed to the chair in 1938. Dr. Casimer Ichniowski and Dr. Naim Khazan
were the third and fourth appointees to the chair. In 1988, Dr. Gerald M. Rosen
was appointed Emerson Professor, which in turn led to Dr. Rosen's being named
an Eminent Scholar by the Maryland Higher Education Commission.

The Parke-Davis Chair in Geriatric Pharmacotherapy was established in
1990 with a $1 million gift from the Warner-Lambert Company on the eve of
the 125'*' Anniversary of Parke-Davis and the School of Pharmacy's 150'''
Anniversary. The endowment will underwrite the School's continuing commit-
ment to geriatric pharmacotherapy as exemplified by the accomplishments of the

School of Pharmacy

late Peter P. Lamy, the first holder of the Parke-Davis Chair. Dr. Bruce C. Stuart
is current holder of this chair.

OFFICE OF EXTERNAL AFFAIRS

The Office of External Affairs works directly with the dean, Board of Visitors,
alumni, friends, supporters and current students in advancing the School of
Pharmacy. Funding programs, activities, scholarships and capital projects are all
priorities of the office. Initiatives such as the Annual Fund and the Invest in
Excellence Campaign (the School of Pharmacy's $6 million capital campaign) are
two development initiatives that are carrying the School into the next century.

Within the division of External Affairs, the Office of Alumni Affairs/Public
Relations supports the goals of External Affairs and those of all other departments
through media relations, advertising, promotion and publishing the School's
semi-annual magazine. News Capsule. For more information about the Office of
External Affairs, visit rx2.umaryland.edu/Aliimni/.

ALUMNI ASSOCIATION

The mission of the School of Pharmacy Alumni Association is to strengthen and
enhance the School by fostering communications, social interactions and a sense
of pride in the School. Each year the association sponsors a spring banquet
honoring the graduating class and the 50-year class. The Alumni Association also
awards eight need-based scholarships to deserving students and plays a leadership
role in the School's fund-raising activities. Many members participate in the
annual phone-a-thon and are generous donors to the David Stewart Associates,
the major giving club for alumni, friends and faculty who contribute $1,000 or
more annually to the School.

^^^^^^^^^^^^Km ^ 1. w

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m

/Madeline Feinberg, PharmD, coumels a patient.

The School of Pharmacy 1 3

Doctor of Pharmacy
(PharmD) Program

DESCRIPTION

The four-year Doctor of Pharmacy program is divided into six levels: Fundamen-
tals, Basic Science, Pharmaceutical Science, Integrated Sciences and Therapeutics,
Experiential Learning, and a Curriculum-Practice Interface. The academic focus
of each level is described below:

LEVEL I: FUNDAMENTALS

Students entering the PharmD program have diverse educational and life expe-
riences. Level I addresses these diversities with introductory courses covering
the concept and scope of pharmaceutical care, pharmacy practice in general,
the variety of disciplines that will contribute to pharmaceutical education, and
provides the skills and scientific principles and concepts fundamental to subse-
quent curricular experiences.

LEVEL II: BASIC SCIENCE

During Level II of the curriculum, students build on the fundamentals ot Level I
through a comprehensive examination of basic biological, chemical, physical,
social and behavioral sciences. These elements provide the foundation for under-
standing pharmaceutical science and the complexities of drug action and use.

LEVEL III: PHARMACEUTICAL SCIENCE

Level III addresses pharmaceutical science content areas as they relate to the
needs of patients in the total health-care environment. The provider of pharma-
ceutical care must possess a detailed and comprehensive understanding of the
physical, chemical, biological and psychosocial factors affecting the outcomes of
drug therapy in specific patients with specific diseases.

LEVEL IV: INTEGRATED SCIENCES AND THERAPEUTICS

Level IV addresses the extensive interweaving of basic and clinical science as well
as the interrelated bodies of knowledge involved in total pharmaceutical care.

1 4 School of Pharmacy

Students build upon their basic and pharmaceutical science background as they
actively participate in a variety of didactic and laboratory experiences to design,
implement, manage and monitor individualized plans for pharmaceutical care.
Students learn to appreciate that the successful outcomes of drug therapies
depend on complex physical, chemical, biological and psychosocial interactions
within human systems, and that successful outcomes require individualized
attention to patients during the design and delivery of pharmaceutical care. This
application of integrated science to patients with specific diseases is presented
within the broader context of public health, epidemiology, prescriber education,
disease prevention and health promotion issues.

Three progressive components are used to present each disease. The first com-
ponent reviews the drugs and biologicals used to treat specific disease processes
and emphasizes comparative features underlying the choice of agent (Pharmaco-
dynamics and Pharmacokinetics). Chemical properties, such as solubility and
stability, that determine the choice and use of the products, are discussed
(Biomedicinal Chemistry and Pharmaceutics). The availability and comparative
advantages of drug dosage formulations and delivery systems are considered as
they relate to the optimum use of drug products during acute or chronic care
(Biopharmaceutics) .

The second component illustrates how the links between the scientific knowl-
edge of the disease, available drug products and the variables underlying a
particular patient's condition are important to developing the most appropriate
therapeutic plan. Methods for the choice of drug products, definition of specific
goals of therapy, including how to assess whether these goals are being achieved
and active intervention steps to ensure successful outcomes ot drug therapy, are
developed (Therapeutics). Methods for monitoring, identifying and responding
to untoward consequences of drug therapy are identifi.ed (Toxicology and Adverse
Drug Reactions). The choice and design of specific acute and chronic drug
therapy, the impact of a variety of patient-related variables on dosage regimens
and the modification of dosage regimens in response to changing patient needs,
are developed (Clinical Pharmacokinetics). Students develop skills as they
practice counseling patients about their therapeutic plans in particular and
providing health education in general (Counseling and Education).

The third component links the knowledge base of the first two components
with appropriate ongoing methods for drug use review, medical audits and cost
considerations. The emphasis is on identifying specific interventions to improve
prescribing patterns and reduce the cost of health-care (Drug Use Evaluation).

LEVEL V: EXPERIENTIAL LEARNING

Experiential learning is a series of structured learning and training activities
during which students work under the supervision of experienced clinical and
academic faculty in a variety of health-care settings. Students obtain and apply
knowledge and skills necessary for successful delivery of pharmaceutical care and
develop competence, confidence and maturity as responsible professionals. An

Doctor of Pharmacy (PharmD) Program 1 5

Experiential Learning Map

Elective Experiences

Minimum of 4 Rotations

Pharmaceutical Care

Community
Institutional
Clinics
Alternative Practice

Information
Services

Distributive Services

Community
Institutional

Longitudinal Care II
Longitudinal Care I

Introduction to
Pharmacy Practice

innovative feature of the program is that experiential learning activities occur
throughout the curriculum and are linked to didactic courses. A total of 32 credits
in experiential courses (approximately 1,600 hours) are required for the degree. All
students must complete at least 24 credits (1,100 hours) of experience devoted to
pharmaceutical patient care. Successful completion of the experiential learning
portion of the Schools curriculum is accepted by the Maryland Board of Pharmacy as
meeting the internship requirements to sit for the NAPLEX licensure examination.

The Experiential Learning portion of the PharmD curriculum is organized
into six phases:

Phase 1: Introduction to Professional Pharmacy Practice. This early practice
experience introduces students to the professional responsibilities of pharmacists
in a variety of practice environments, including community, hospital and spe-

School of Pharmacy

cialty settings. Students will also examine the spectrum of career opportunities
available to today's pharmacist and begin developing basic practice skills.

Phase 2: Longitudinal Pharmaceutical Care. During the second and third
years of the curriculum, students observe and participate in the delivery of
pharmaceutical care to patients. Students follow the changing needs of a patient
for two years within the context of the total health-care system. Through direct
patient encounters and discussion sessions, students learn to assess health status,
communicate effectively and determine pharmaceutical care needs from a holistic
perspective. These activities are linked to the material covered in the didactic
curriculum, specifically applying the patient assessment skills taught as part of the
Human Biology (Anatomy, Physiology, Pathophysiology) sequence.

Phase 3: Distributive Services. Activities during this phase develop students'
competency and proficiency in the technical functions of drug dispensing and
distribution in institutional and community pharmacy settings. Students learn to
receive, interpret and verify the appropriateness of prescription orders. Students
learn to efficiently dispense a variety of manufactured and compounded medica-
tions and to recognize the role of technology and ancillary personnel in the drug
distribution process.

Phase 4: Pharmaceutical Care. Students gain experience in the delivery of
pharmaceutical care in a variety of practice environments, including community-
based and acute-care hospital pharmacies as well as ambulatory primary care and
interdisciplinary clinics. Through daily encounters with patients and other
health-care providers, students learn to collect patient-specific data, identify and
assess drug-related problems, develop monitoring plans and measure therapy out-
comes. Further, students learn to educate patients and health-care professionals
about the appropriate use of drugs.

Phase 5: Informational Services. Activities during this phase, which occurs
simultaneously with Phase 4, require the student to provide drug information in
the context of delivering pharmaceutical care. Students learn to receive a question
in a comprehensive fashion, thoroughly analyze and research questions and
provide appropriate answers to other health-care providers and to patients and
their families.

Phase 6: Elective Experiences. Elective rotations allow students to pursue
their own areas of interest. Electives in general practice environments enable
students to develop greater skill, proficiency and confidence. Electives in specialty
pharmacotherapeutic practice areas, alternative forms of advanced practice
management and research afford opportunities to explore a variety of practice
options. This phase is linked to a senior colloquium.

Student performance during all six phases is evaluated by both clinical and
academic faculty. Experiential rotations are not permitted at a site where a student
is working for pay or where any other conflict of interest situation may exist.

Doctor of Pharmacy (PharmD) Progran

LEVEL VI: CURRICULUM-PRACTICE INTERFACE

The sixth and final level ot the curriculum contains a variety of educational
experiences for the students about to enter practice. Required and elective
content areas provide the curricular-based interface with pharmacy practice that
builds on the preceding didactic and experiential components of the curriculum.
The capstone nature of this interface reflects the acquisition and appreciation of
information that:

• is on the cutting edge of pharmacy practice,

• represents closing options for individual curricular pathways or

• helps prepare students for a post-graduate education.

Students learning at the interface are expected to be under continual change
and development. One goal of this level is to allow all senior students, following
completion of their experiential components, time to consider individual practice
in the context of the total health-care environment. An important part of this
interface, therefore, will be the opportunity for students to reflect interactively
upon their educational experiences with fellow students, faculty and practitioners.

CURRICULUM PATHWAYS AND ELECTIVES

The central curricular theme, primary pharmaceutical care, encompasses the
educational experiences common to all students in the program. All students must
successfully complete the required core curriculum which prepares them for
competent performance of basic pharmaceutical care in a variety of professional
and practice settings. To supplement the required core curriculum, students take
more than 2 1 percent (28 credits) of the four-year curriculum from the didactic
and experiential electives. This portion of the curriculum provides students with
an opportunity for flexible programming of their educational experience. In
collaboration with their academic advisors, students use electives to develop a Plan
of Study that is consistent with their personal interests and career goals. Students'
Plans of Study are used to enhance their general practice of pharmaceutical care, to
focus on a particular area of practice or to prepare for post-graduate studies.

Students may select freely from elective options to design their Plan ol Study or
may choose one of several model pathways designed to enhance their preparation
for common areas of interest. The model pathways generally account for 16 to 18
of the 28 elective credits required for the degree. Therefore, students' selection of
a model pathway still provides them considerable flexibility in selection of
additional electives. Faculty have developed the following four model pathways:

Advanced Pharmacy Practice

Goal: lo prepare students to implement pharmaceutical care in a variety ot practice
settings. This pathway provides a series of didactic and experiential courses
designed to enhance competence in delivering pharmaceutical care in general
practice; delivering health-care to special populations such as the elderly; enhancing
knowledge of special pharmaceutical products, business and managerial skills

School of Pharmacy

needed to successfully deliver new services, and providing experience in applying
these professional and managerial skills in a variety of advanced practice settings.

Pharmacotherapy

Goal: To enhance students' ability to independently optimize, implement
and monitor drug therapy in patients with complex health problems. This
pathway offers a series of didactic seminar courses in pharmacotherapy and
advanced therapeutics, coupled with advanced clinical experiences. The clinical
experiences involve direct drug therapy management of patients in general medical
and sub-specialty environments. Students completing this pathway are encouraged
to pursue post-PharmD training in residencies and fellowships and to eventually
pursue specialty board certification in pharmacotherapy.

Management

Goal: To prepare students for management careers in corporate pharmacy, to
develop entrepreneurial capabilities and to prepare students for post-PharmD
management residencies and/or MBA programs. Students take a series of didactic
and experiential courses in personal management, practice management, organi-
zational behavior, financial reporting and analysis, marketing, and experiences
working with managers in health-care settings.

Research

Goal: To expose students to research and better prepare them for graduate studies
or post-graduate fellowships. Students selecting this pathway take courses in
advanced educational opportunities, advanced seminar courses in selected scien-
tific areas, research experiences working directly with faculty scientists and a
senior colloquium.

Faculty pathway coordinators, who design and maintain the integrity of the path-
ways and faculty advisors with expertise in each pathway area, serve as consultants
to students for information on career opportunities resulting from a particular
pathway. Students have freedom of choice in selecting a pathway. Students not
choosing to take all courses in a specific pathway, can select elective courses from
multiple pathways as part of their personal Plan of Study provided they complete
the appropriate prerequisites.

COMBINED PHARMD/MBA PROGRAM

The School offers a combined PharmD/MBA program with the University
of Baltimore Merrick School of Business for students who wish to pursue
the Master's in Business Administration degree. The combined program allows
pharmacy students to take MBA courses as part of their professional curricidum.
While in pharmacy school, PharmD students may complete 21 of the 51 credit-
hours required in the MBA program. PharmD students must apply to the MBA
program; admission is not guaranteed.

Doctor of Pharmacy (PharmD) Program

Students wishing to apply to the MBA program must adhere to UB procedures
and deadlines. Students must also request that the University of Maryland's Office
of Records and Registration send their official University of Maryland transcript
and that the School of Pharmacy Office of Student Affairs send a copy of their
prepharmacy transcripts to UB. Students applying to this combined program need
the equivalent of a bachelor's degree (i.e., either a degree or completion of four
years of college). The grade point average for an entering MBA student is 3.0;
however, a lower GPA may be offset by a higher score on a standardized test (e.g.,
GMAT, PCAT).

COMBINED PHARMD/PHD PROGRAM

The School offers a combined PharmD/PhD program to prepare comprehensively
trained individuals with an interdisciplinary perspective on teaching and scientific
research. The program will fiinction as a cooperative effort between the PharmD
curriculum and the graduate curricula of the departments of Pharmaceutical
Sciences and Pharmacy Practice and Science. The PharmD and PhD phases of the
program will run concurrently with minimal disruption of the academic content
or sequencing of the PharmD component. This will permit combined degree
students to progress normally in the PharmD program and graduate with their
class. To achieve this goal, students may take open vacation periods as well
as Research Pathway electives and other elective options within the PharmD
program and apply them toward the requirements of the PhD component.
Students already in the PharmD program may be considered for admission to the
combined degree program. The greatest potential benefits are for students who
enter the combined program at an early stage. Combined degree students can
expect to complete their core graduate coursework and be ready for advancement
to candidacy for the PhD degree by the time they complete the PharmD
program. Students may complete the requirements for the award of both the
PharmD and PhD degrees in seven years.

Consideration for admission to the combined program is contingent upon
satisfying the admission requirements of the University of Maryland Graduate
School. A bachelor's degree is generally required for admission to the graduate
program. Notwithstanding any measures used in determining admission to the
PharmD program, the criteria for evaluation of applications to the PharmD/PhD
program will include: the quality of the applicant's academic record, standardized
test scores (GRE and PCAT), letters of recommendation, interviews held with
students, and compatibility between the students' career goals and the objectives
of the combined program. The current minimum requirements for admission
include an acceptable baccalaureate degree with a GPA of 3.0 or better, GRE
scores of 1600 or better, and, where applicable, TOEFL scores of at least 600.

School of Pharmacy

Summary of Doctor of Pharmacy Program

COURSEWORK MINIMUM SEMESTER CREDITS

Didactic

100 credits

80 Required

20 Elective

Experiential

32 credits

24 Required

8 Elective

Total 132 credits

COURSEWORK BY SEMESTER

The following outline is one suggested Plan of Study for electives. Electives can
be taken during most fall, winter, spring and summer semesters.

SEMESTER ONE

CREDITS

PHAR 511: Biochemistry 1

2

PHAR 5 12: Cell Biology

2

PHAR 5 13: Drug Chemistry

2

PHAR 5 14: Human Biology 1

3

PHAR 5 1 5: Personal Management 1

PHAR 5 1 6: Pharmacy Practice and Education

3

PHAR 5 1 7: Study Design and Analysis

2

TOTAL
SEMESTER TWO

15

PHAR 521: Biochemistry II

3

PHAR 522: Context of Health Care

3

PHAR 523: Ethics in Pharmacy Practice 1

PHAR 524: Human Biology II

3

PHAR 525: Immunology

2

PHAR 526: Physical Chemistry

2

PHPC 527: Introduction to Professional Practice 1

DIDACTIC ELECTIVES

2

TOTAL 17

Doctor of Pharmacy (PharmD) Program

SEMESTER THREE

PHAR 530: Microbiology/Antibiotics 1

PHAR 531: Pharmaceutical Chemistry

PHAR 534: Human Biology III

PHAR 536: Pharmacology 1

PHAR 537: Principles of Drug Action

PHAR 541: Biopharmaceutics and Pharmacokinetics

DIDACTIC ELECTIVES

TOTAL
SEMESTER FOUR

17

PHAR 540: Microbiology/Antibiotics II 1

PHAR 542: Clinical Chemistry 1

PHAR 544: Medicinal Chemistry

3

PHAR 545: Practice Management

3

PHAR 546: Pharmacology II

3

PHAR 535: Pharmaceutics

3

PHPC 532: Longitudinal Pharmaceutical Care 1 1

DIDACTIC ELECTIVES

2

TOTAL
SEMESTER FIVE

17

PHAR 552: Principles of Human Nutrition 1

PHAR 553: Population Based Medical Info. Analysis

2

PHAR 554: Integrated Science/Therapeutics 1

4

PHAR 555: Integrated Science/Therapeutics II

4

DIDACTIC ELECTIVES

4

TOTAL

22 School of Pharmacy

SEMESTER SIX:

PHAR 564: Integrated Science/Therapeutics I

PHAR 565: Integrated Science/Therapeutics IV

PHPC 562: Longitudinal Pharmaceutical Care II

DIDACTIC ELECTIVES

TOTAL
SEMESTER SEVEN:

PHPC 570: Community Distributive Services

PHPC 571: Hospital Distributive Services

PHPC 572: Pharmaceutical Care I

PHPC 573: Pharmaceutical Care II

TOTAL
SEMESTER EIGHT:

PHAR 580: Pharmacy Law

2

PHAR 581: Senior Colloquium 1

PHPC 574: Pharmaceutical Care III

3

PHPC 575: Pharmaceutical Care IV

3

PHPC 576: Ambulatory Clinic' 1

PHPC 577: Informational Services'

2

EXPERIENTIAL ELECTIVES^

8

DIDACTIC ELECTIVE COURSES

4

TOTAL
GRAND TOTAL

24

132 minimum credits

'Taken concurrently with Pharmaceutical Care Rotations

^Students complete experiential rotations at various times during year, but register

for the rotations in the semesters listed.

Doctor of Pharmacy (PharmD) Program

Nontraditional Pathway

DESCRIPTION

The Nontraditional PharmD Pathway is a mechanism for licensed BS pharmacists
to earn the Doctor of Pharmacy degree. All graduates will be required to meet the
terminal performance outcomes of the School's PharmD program. Satisfying
these terminal objectives takes at least 30 credits of coursework. Since each non-
traditional student brings to the program a different level of practical experience,
knowledge and skill developed throughout a practice career, a system of Prior
Learning Assessment (PLA) has been developed to individualize a program of
study and award credit(s) (0-10) when appropriate. It should be noted that the
awarding of credit through PLA does not exempt a participant from responsibilit)'
for any of the process or knowledge-based outcomes of the program.

Experiential learning will be centered in the pharmacist's own practice site,
under the supervision of a faculty mentor, and utilizing the pharmacist's own
patients. Some clerkship experience is required at other sites. The mentor will
also work closely with each pharmacist to identify an appropriate mix of patients
and to develop an appropriate experience component that will meet individual
needs and satisfy pathway requirements.

Credits in the NTPD may be earned by taking courses from a faculty-
approved menu, through supervised experiential learning, by approved self-study
with appropriate assessment and/or through PLA. The foundation of the NTPD
is established in the core courses: i.e., the philosophy of the program is developed
and the concepts, procedures and skills of pharmaceutical care delivery are
defined and demonstrated.

Required courses in the pathway include an in-depth treatment of therapeutics
for prevalent diseases, so that the pharmacists are prepared to provide pharmaceutical
care services. Candidates will demonstrate the abilir\' to manage a practice fiscally
and behaviorally, to measure value of service(s) and establish fees and reimbursement
policies and to market and promote pharmaceutical care services.

Courses are offered at the University of Maryland campus in downtown
Baltimore, and selected courses may be offered through distance education facilities
throughout the state as well as other University System of Maryland campuses.
Classes are planned for the fall, spring and summer semesters; however, first year
students will always begin in the fall semester.

In the experiential learning component of the pathway, students will develop a
representative patient population in their practice site to be followed during the
program and in the performance-based evaluation in the final clerkship. Beginning
with the initial patient identified as a study case, students will learn to triage,
develop explicit pharmaceutical care plans and initiate the patient management
process. As they proceed, a longitudinal process will be used to monitor and assess
their progress in practice.

School of Pharmacy

A faculty mentor assigned to each student will meet regulady with the student
to assess progress and provide continuous feedback. Since implementation of a
new service should be cost-effective, students are required to develop a resource
assessment (e.g., personnel needs, space, equipment), propose a structure for
compensation, and provide a marketing plan for the practice site.

PROGRAM REQUIREMENTS

In addition to coursework, the credit requirements of the NTPD may be partially
met through the following three options:

TRANSFER

Nontraditional students may transfer up to six credit-hours of previous course-
work to meet the pathway requirements. This coursework must have been
completed after the pharmacists received their BS degrees, must have been earned
at an accredited university, and must relate directly to curricular components of
the NTPD. Potential transfer courses are identified when a candidate is being
evaluated for admission, or later if appropriate, through consultation between the
student and the pathway Director. (Note: It is not possible to obtain additional
PLA credit for transfer courses.)

PRIOR LEARNING ASSESSMENT (PLA)

Through the Prior Learning Assessment process, students may earn credit for the
knowledge and experience they bring to the program. To be eligible for PLA
credit, students must complete the course PLA in Pharmacy Practice, have the
PLA panel evaluate their portfolio and have the faculty approve a credit recom-
mendation from the panel. The PLA panel is comprised of school faculty and
pharmacy practitioners. Students may earn a maximum of 10 credits in four
areas: Practice Management Planning (0-1), Community/Institutional Pharma-
ceutical Care (0-1), Pharmacotherapeutics (0-4) and Practice Management (0-4).
These four areas correspond directly to curriculum components. The panel has
developed assessment instruments for each of these areas.

CREDIT BY EXAMINATION

The University permits a credit by examination process for a course. Information
test-out options is provided by each coursemaster. Students who successfully
complete the entire course by examination may register for Credit by Examina-
tion in the specific area. Students pay a per-course fee, based on residency status.
Upon approval by the coursemaster, students who successfully complete a

Nontraditional PharmD Pathway 25

discrete section of the examination may not be required to attend all class sessions
and/or modules. In this case, students must still register for the course, and the
results of the examination will be factored into the grade determination. For
more information, call 410-706-0761.

EXPERIENTIAL LEARNING

Starting early in the required courses, students will develop a representative
patient population in their practice site to be followed during the program and
in the performance-based evaluation in the final clerkship. Beginning with the
initial patient identified as a study case, students will learn to triage, develop
explicit pharmaceutical care plans, and initiate the patient management process.
As they proceed, a longitudinal process will be used to monitor and assess their
progress in practice.

Typically each student's faculty mentor will periodically assess the student's
progress and provide continuous feedback. Some on-site observations will be
conducted by the faculty mentor or his/her assignee. Since implementation of a
new service should be cost-effective, students will develop a resource assessment
(e.g., personnel needs, space, equipment), propose a structure for compensation
and provide a marketing plan for the practice site.

While the central philosophy of the experiential learning program is to provide
tor an impact on patients in the pharmacist's own practice, it is anticipated that it
will not always be possible to completely meet experiential learning objectives
at that site. When it is necessary for exposure to the delivery of pharmaceutical
care services at other practice sites, every effort will be made to schedule these
visitations at times convenient for the student.

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School of Pharmacy

Application and
Admissions Information

APPLICATION PROCEDURES

Applicants must follow the procedure below to apply to the PharmD, Nontradi-
tional Pathway, or either of the School's graduate programs. Application forms
are typically available in August for the following academic year. E-mail ques-
tions to PharmDhelp@rx.nmaryland.edu.

PHARMD PROGRAM

Request an application and admissions information from www.pharmacy.
umaryland.edu, call 410-706-7653/800-852-2988, or write:

Office of Admissions
University of Maryland
School of Pharmacy
20 N. Pine St.
Baltimore, MD 21201-1180

Submit a completed application by the deadline:
February 1 Application
March 1 Transcripts and PCAT scores

Submit the required nonrefundable application fee. Make check payable
to: University of Maryland.

Take the Pharmacy College Admission Test in October or January and
forward the scores to the School. Applicants can get a PCAT application
at the phone number or address above.

Submit official transcript(s) from all institutions attended. Prepharmacy
coursework must be completed before the start of classes in the fall
semester of application with a grade of C or better.

Have a minimum GPA of 2.5.

NONTRADITIONAL PHARMD PATHWAY

To be considered for admission to the Nontraditional Pathway, BS pharmacists,
including pharmacists who graduated from international institutions, must
complete the application and admission requirements listed below. Once phar-

Application and Admissions Information

macists have demonstrated that they meet those criteria, they will be considered
for admission. A description of required documentation and other elements of
the admissions process will be provided in the application packet. Because of the
highly interactive nature of the pathway, the School cannot accommodate more
than 60 new students each year.

The admissions procedure is as follows:

• Request an application from www.pharmacy.umaryland.edu, call
410-706-0761 or write:

University of Maryland
School of Pharmacy
Nontraditional Pathway
20 N. Pine St.
Baltimore, MD 21201-1180

• Submit a completed application by the deadline:

February 1 Application

March 1 All supporting documents

• Submit the required nonrefundable application fee. Make check payable
to: University of Maryland.

To be eligible to apply, applicants:

• Must be licensed in Maryland, the District of Columbia, or an adjacent
state.

• Must practice in Maryland, the District of Columbia or areas of
surrounding states (in order to have access to the pathway's mentoring
system).

• Must provide confirmation of access to patients to meet pathway
requirements.

GRADUATE PROGRAMS

Applicants seeking master's or doctoral degrees in pharmaceutical sciences or
pharmacy administration must apply to the School's Graduate School depart-
ments. Interested applicants need to review the University of Maryland Graduate
School catalog, which presents the information about the MS and PhD pro-
grams. For information about the graduate program of your choice, write to
either of the following departments:

Pharmaceutical Sciences Graduate Program
University of Maryland
School of Pharmacy
20 N. Pine St., 4''' Floor
Baltimore, MD 21201-1 180

School of Pharmacy

Pharmacy Administration Graduate Program

University of Maryland

School of Pharmacy

100 N. Greene St., &^ Floor

Baltimore, MD 21201-1180

ADMISSIONS PROCEDURES FOR THE PHARMD PROGRAM

Applicants for the Nontraditional Pathway please refer to page 27.
An admissions committee comprised of faculty, alumni and students reviews offi-
cial transcripts and PCAT results to make admissions decisions. Applicants with
strong academic credentials and PCAT scores are invited to interview with faculty,
alumni and students. During the interview, the applicant is assessed on factors such
as professional and social awareness, verbal and written communication skills,
integrity, maturity and motivation. Following the interview, the admissions
committee makes a decision based on applicants' academic achievement, PCAT
scores and qualities evaluated during the interview. Academic achievement and/or
high PCAT scores do not, in themselves, ensure acceptance.

While a minimum GPA of 2.5 (A=4.0) is required for admissions consideration,
the average entering GPA of the fall 1999 first year PharmD students was 3.5.
Average PCAT scores of admitted students were above the 80''' percentile in each of
the five areas of the exam. Competition for admission is high, and applicants with
GPAs below 2.9 have an extremely low probability of admission.

Applicants must present evidence (via official transcripts) of having completed
the prepharmacy coursework with grades of C or better.

PREPHARMACY COURSEWORK

Applicants must complete a minimum of 63 semester hours of coursework of
pharmacy prerequisites for admission into the PharmD program. At least one
semester of this coursework must be taken at an accredited institution in the
United States. To enroll in prepharmacy coursework, applicants must apply
directly to an accredited college or University, not to the School of Pharmacy.
Most institutions have designated prepharmacy programs and advisors. The School
of Pharmacy does not provide any specific information regarding course content and/
or requirements for admission into these prepharmacy programs. Prerequisites for
admission into the PharmD program are as follows:

Application and Admissions Information

TYPICAL # OF TYPICAL # OF

COURSE SEMESTERS CREDIT-HOURS

English (Comp/Lit)

Calculus

Statistics

Biology

Microbiology

General Chemistry

8

Organic Chemistry

8

Physics

8

Humanities/Social Sci.

18

TOTAL

63 minimum

INTERNATIONAL STUDENTS

Students who are not citizens or permanent residents of the United States must
submit the results of the TOEFL, certified official copies of transcripts, a state-
ment of financial support, a supplementary information sheet and a summary of
educational experiences. These must be submitted with the application and the
application fee to the Office of Records and Registration. International students
are also required to take the PCAT Therefore, it is essential that international stu-
dents start the admissions process early.

The School does not accept applicants who have attended only a foreign educa-
tional institution. The School, due to its small size, cannot adequately certify
international credentials and relies on the evaluation performed by other institu-
tions. In addition, experience shows that international students benefit from taking
courses at other U.S. institutions before entering the PharmD program. Interna-
tional students should be familiar with the rules and regulations of the Immigration
and Naturalization Service, which grants admission to the United States.

INTERNATIONAL PHARMACISTS

Individuals who have received their pharmacy degrees from non-U. S. institutions
have two options to become licensed pharmacists in the United States. They can
take the Foreign Pharmacy Graduate Equivalency Examination, which certifies
the applicant for the Board examination. Those who pass this examination, and
meet the other requirements of the State in which they wish to practice, are eligi-
ble to take the national licensing exam. Individuals taking this approach would
not need to attend the School of Pharmacy. For more information, write or call
the National Association of Boards of Pharmacy Foundation, Foreign Pharmacy
Graduate Examination Committee, 700 Busse Highway, Park Ridge, IL 60068;
847-698-6227.

International pharmacists are also eligible to apply to the School's PharmD
program and then upon graduation become eligible to complete state licensure

School of Pharmacy

exams. Credit may be given for equivalent coursework previously completed with
a grade of C or better. Credit may be awarded after an evaluation of the course
and an assessment of student knowledge by the coursemaster. Based on the struc-
ture of the curriculum, international pharmacists typically enter the first or
second professional year of the tour-year PharmD program. Admission is based
on an evaluation of applicant credentials by the admissions committee. Interna-
tional pharmacists are encouraged to take the PCAT exam to assess background
knowledge.

LICENSURE REQUIREMENTS

Completion of the PharmD degree satisfies the educational requirement for all
state boards of pharmacy in the United States. Graduates are eligible to take state
licensing exams in all states. For more information about licensure as a pharma-
cist in Maryland, graduates may contact:

Maryland Board of Pharmacy
4201 Patterson Ave.
Baltimore, MD 21215-2299
410-764-4755

r-^M

Dr. Stuart Haines interviews a patient in an ambulatory care clinic.

Application and Admissions Information

Financial Information

TUITION AND FEES

Below are listed the tuition and fees for the 1999-2000 academic year. Non-
traditional Pathway students are charged tuition per credit-hour regardless of
number of hours taken.

Tuition Full-time Part-time NTPD

Full-time (9 or more credits) Resident $ 6,983 Per Credit

Nonresident 14,442

Part-time per credit-hour Resident 273 273

Nonresident 491 491

Fees

Student Government Association
Transportation
Student Activities
Supporting Facilities

Other Expenses

Clinical Clerkship (experiential courses)

Application Fee (nonrefundable)

Late Registration Fee

Diploma Fee

Liability Insurance

Disability Insurance

Hepatitis B Vaccine ( I st year only)

Continuing Education Certification

Late Payment of Tuition and Fees

The University reserves the right to make changes in fees and other charges, although
every effort is made to keep the cost to the student as low as possible.

15

15

15

23

23

23

50

50

50

288

288

288

300

300

300

50

50

50

40

40

40

45

45

45

II

II

11

24

24

140

140

140

100

100

100

100

I

School of Pharmacy

HEALTH INSURANCE

University or equivalent health insurance coverage is required of all full-time
students. Students will be billed for health insurance unless they provide proof of
similar coverage to the Office of Student and Employee Health. If students provide
documentation, the cost of the premium is waived. The cost of health insurance
varies depending on the type of coverage. For the 1999-2000 academic year, the
cost for student-only coverage is $971; student and spouse, $2,330; student and
child, $1,844; and student and family, $2,912.

DETERMINATION OF IN-STATE RESIDENCY

The University's Office of Records and Registration makes an initial determination
of residency status for admission and tuition when students apply for admission.
The determination made at that time, and any determination made thereafter, shall
prevail for each semester until the student changes the status. Students classified as
in-state residents are responsible for notifying the Office of Records and Registra-
tion in writing, within 1 5 days of any change in their circumstances which might in
any way affect their classification at the University. Students may obtain a copy of
the University's policy on in-state residency status from the office listed above.

FINANCIAL AID

Student financial aid programs are centrally administered by the Office of Student
Financial Aid. These programs are designed to help students who otherwise would
be unable to attend the University. Aid packages for full-time students often
include a combination of loans, grants, scholarships and work-study designed to
meet students' needs. Most Nontraditional Pathway students do not qualify for
financial aid due to their part-time status and relatively secure financial situation.
To qualify for aid, students must apply annually and meet certain eligibility
requirements. Students are encouraged to complete their financial aid applica-
tion by February 15. Students must complete the required Financial Aid
application forms, which are available from:

Student Financial Aid
University of Maryland
Baltimore Student Union
Room 334
621 W.Lombard St.
Baltimore, MD 21201

Financial Information

SCHOOL OF PHARMACY SCHOLARSHIPS

Through the generous gifts of alumni, friends and professional associations, the
School provides additional financial aid to its fiill-time students who are in need
of financial support. Students do not apply for these awards. Students who
receive most awards are those who can document unmet financial need through
the Student Financial Aid process. Some scholarships support students from
certain geographical areas. The School has established the following scholarships:

April Adams Memorial Scholarship. The students, faculty and friends of
April Adams established this scholarship as a lasting tribute to April, Class of
1999. The scholarship, symbolizing April's dedication and love of pharmacy, will
be awarded to deserving students in her name.

Marilyn I. Arkin Scholarship Fund. The family and friends of Marilyn I.
Arkin, daughter of Ann and Morris Arkin and a member of the class of 1975,
established this scholarship as a memorial in 1988. The scholarship provides
support for professional students in the School of Pharmacy.

H.J. (Jack) Custis Jr. Memorial Scholarship Fund. In memory of H.J.
(Jack) Custis Jr., Class of 1951, a fund was established to award scholarships
on the basis of reasonable need and academic ability to students in the profes-
sional program of the School of Pharmacy. Students must be residents of one
of the nine Eastern Shore, Maryland counties to be eligible for the Custis
Memorial Scholarship.

Isadora M. and Irene R. Fischer Memorial Scholarship Fund. The families
of Isadore M. and Irene R. Fischer have provided a scholarship fund to support a
professional or graduate student demonstrating academic excellence in the educa-
tional programs of the University of Maryland School of Pharmacy.

Charles L. Henry Memorial Scholarship. The Charles L. Henry Memorial
Scholarship Fund has been provided for PharmD students in the School ot
Pharmacy requiring financial assistance.

J. Gilbert Joseph Scholarship. In memory of her brother, J. Gilbert Joseph, a
former student of the School of Pharmacy, the late Miss Jeanette Joseph provided a
generous bequest to endow scholarships for qualified students who have main-
tained a superior scholastic average and who are in need of financial assistance.

Frederick William Koenig Memorial Scholarship. In memory of her hus-
band, Frederick William Koenig, a practicing pharmacist for 50 years, the late
Mrs. Valeria R. Koenig has endowed a scholarship to be awarded annually to a
student selected on the basis of financial need, character and scholarship.

Dr. Dean E. Leavitt Memorial Scholarship Fund. In honor of Dr. Dean E.
Leavitt, associate dean for administration and professional services, 1976-1989,
the family and the faculty established a fund to support a scholarship covering
the final year of pharmacy school for students who have attained a minimum
cumulative average of 3.0, who have shown superior aptitude and enthusiasm
in the course sequence in management, and who have demonstrated, as Dean
Leavitt did, a commitment to the qualities of health and humanitarianism, both
personally and professionally.

34 School of Pharmacy

A.M. Lichtenstein Scholarship. In memory of her husband, A.M. Lichtenstein,
distinguished alumnus of the School of Pharmacy class of 1889, the late Mrs.
Francina Freese Lichtenstein bequeathed a sum of money to endow an annual
scholarship to a resident of Allegany County, Maryland. The recipient of the award is
to be selected on the basis of financial need, character and scholarship.

Aaron and Rosalie Paulson Scholarship Fund. Established by Mr. Aaron A.
Paulson, class of 1924, and his late wife, Rosalie, this endowed scholarship
supports a first professional year student with demonstrated financial need.

Plough Pharmacy Student Scholarships. The Plough Foundation, created by
Abe Plough, founder of Plough Inc., and the School of Pharmacy contributed
funds to an endowment in support of pharmacy students. Funds are awarded on
the basis of financial need, academic achievement, leadership and citizenship.

Joseph Sokol Memorial Scholarship. In memory of Joseph Sokol, Class of
1973, the family and friends established this scholarship to provide support for
deserving students who have financial need.

Arthur Schwartz Memorial Scholarship Fund. The family and friends of
Arthur Schwartz, BS Pharm 1979, PhD Pharmacy Administration 1987, have
established an endowed scholarship fund for a graduate student in Pharmacy
Administration to honor his memory.

LOAN FUNDS

Rose Hendler Memorial Fund. L. Manuel Hendler and family have established
a loan fund for needy students in memory of Mrs. Rose Hendler.

Louis T. Sabatino Memorial Student Loan Fund. In honor and memory of
her late brother, Louis T Sabatino, Class of 1939, Mrs. Marie Sabatino DeOms
has established this fund to provide loans to deserving students.

Benjamin Schoenfeld Memorial Pharmacy Loan Fund. The family of Mr.
Benjamin Schoenfeld, Class of 1924, has established a loan fund as a memorial to
him. This fund is available to qualified needy students. Loans are made upon the
recommendation of the dean.

Burroughs Welcome Emergency Loan Fund. The Burroughs Welcome
Company established a fund to provide short-term (two months) loans to
students in financial need.

STUDENT VETERANS

New students, including Nontraditional Pathway students, who are eligible for
educational benefits through the Veterans Administration should forward a
completed VA Form 22-1995: Request for Change of Program or Place of Training
to the Office of Student Affairs. Veterans who have not used any of their VA
educational benefits should forward a completed VA Form 22-1990: Application
for Program of Education or Training and a copy of DD 214: Separation Papers
directly to the Office of Student Affairs of the School of Pharmacy.

Financial Information

Academic Information

ACADEMIC SESSIONS

The University of Maryland School of Pharmac)' operates on a four-semester calen-
dar. The fall term, four months long, begins the last week of August and runs to the
Christmas recess. A three-week winter minimester in January allows students to
avail themselves of tutorial services or elective courses. The four-month spring term
begins the last week in January and extends to just before Memorial Day. While the
School does not offer summer-term courses, students may take approved elective
courses at other schools within the University, or at other institutions. Full-time
students enrolled for the spring semester do not pay tuition and fees for campus
courses they take during the January minimester. Students must pay additional
minimester tuition at other Universit)' System of Maryland campuses.

REGISTRATION POLICIES

CANCELLATION OF REGISTRATION

Students who register and subsequently decide not to attend the School of
Pharmacy must provide written notice to the Office of Student Affairs on or before
the first day of class. If this office has not received a request for cancellation by
5:00 p.m. on or before the first day of instruction, the University will assume that
students plan to attend and that they accept their financial obligation.

CHANGE IN REGISTRATION

Students should obtain and return the completed Add/Drop Form, used for all
changes in registration, to the School's Office of Student Affairs. Students are
not charged for a change in registration. Students may not add a course after the
first week of classes or drop a course after eight weeks into the semester. Students
will receive the grade of F for courses dropped after the eighth week of classes
without approval.

LATE REGISTRATION

Students who fail to complete registration by the specified time for regular
registration pay a late registration fee.

36 School of Pharmacy

WITHDRAWAL FROM THE UNIVERSITY

Students who withdraw from the University before the end of a semester are eUgi-
ble for a partial refund, depending upon the date of withdrawal. To ensure the
refund, students must file withdrawal forms in the School's Office of Student
Affairs. Students who fail to complete these forms will receive failing grades in all
courses and forfeit their right to any refund.

GRADING SYSTEM

The School of Pharmacy
Grade

uses the following grading system
interpretation

Point Value

A

Excellent

4

B

Good

3

c

Fair

2

D

Poor but Passing

1

P

Pass

0

F

Failure

0

Incomplete Must be replaced

by definite grade
within one year

WD Withdrawal No grade is assigned

When, for any reason, a student repeats a course, the grade achieved in the repeated
course replaces all previous grades in the same course.

SCHOLASTIC HONORS

The School recognizes academic excellence during the fall and spring honor con-
vocations. During the fall ceremony, students receive academic achievement
awards in all classes based on performance the preceding year. The School also rec-
ognizes leaders of student organizations at this time. The Rho Chi Honor Society
presents its annual book award to the student(s) having the highest GPA. The
Society also awards certificates to students with GPAs above 3.25.

In the spring, the School honors its graduates. Those in the top tenth of the
class graduate with high honors and those in the second tenth of the class graduate
with honors. The faculty presents the following academic achievement awards to
members of the graduating class at the Spring Honors Convocation:

Academic Information

School of Pharmacy Gold Medals for General Excellence. The students who
receive this award have attained the highest general average in the entry-level
program and in the Nontraditional Pathway.

The Excellence in Pharmaceutical Care Award. The Nontraditional Pathway
preceptors and mentors give this award to a student who has excelled in his/her
practice setting.

Andrew G. DuMez Award. In memory of Dr. Andrew G. DuMez, former dean
and professor of pharmacy, Mrs. DuMez provides a gold medal, awarded to a
student for superior proficiency in pharmacy.

Epsilon Alumnae Chapter, Lambda Kappa Sigma-Cole Award. A student
receives this award, in memory of Dr. B. Olive Cole, former acting dean, for
proficiency in pharmacy administration.

Kappa Chapter, Alpha Zeta Omega Fraternity Prize. The Kappa Chapter of the
Maryland Alumni Chapter of the Alpha Zeta Omega fraternity provides a prize
which is awarded to a student for proficiency in pharmacology.

William Simon Memorial Prize. In honor of the late Dr. William Simon, a
professor of chemistry in the School for 30 years, a student is awarded a gold
medal for superior work in the field of biomedicinal chemistry.

Dr. and Mrs. Frank J. Slama Scholarship Award. A fund has been established
in honor of the late Dr. Frank J. Slama, former professor of pharmacognosy. A
student receives this award for superior work in the field of biopharmacognosy.

Frank J. Slama Award by the School's Alumni Association. In tribute to
Dr. Frank J. Slama, Class of 1924, a former professor and head of the Depart-
ment of Pharmacognosy, for over half a century of loyalty and service to his
profession, to the School and to the Alumni Association, the School's Alumni
Association gives this award to a member of the graduating class who excelled in
extracurricular activities.

Wagner Pharmaceutical Jurisprudence Prize. In memory of her husband,
Manuel B. ^X';lgnc^, and her son, Howard J. Wagner, both alumni of the School,
the late Mrs. Sadie S. Wagner, and her daughter, Mrs. Phyllis Wagner Brill
Snyder, fund a prize for a graduating student for meritorious academic achieve-
ment in pharmaceutical jurisprudence.

John F. Wannenwetsch Memorial Prize. In memory of her brother, Dr. John
F. Wannenwetsch, a distinguished alumnus of the School, Mrs. Mary H. Wan-
nenwetsch funds a prize for a graduating student who has exhibited
exceptional performance and promise in the practice of community pharmacy.

School of Pharmacy

The Conrad L. Wich Pharmacognosy Prize. In appreciation of the assistance
which the Maryland College of Pharmacy extended to him as a young man, Mr.
Conrad L. Wich established a fund, the income from which is awarded annually
by the faculty assembly to the student who has done exceptional work through-
out the course in pharmacognosy.

L.S. Williams Practical Pharmacy Prize. A bequest provided by the late L.S.
Williams funds the L.S. Williams Practical Pharmacy Prize, given to the student
having the highest general average throughout the course in basic and applied
pharmaceutics.

ACADEMIC STATUS POLICIES

Students' performance in didactic and experiential learning courses is continually
monitored. Students are responsible for their academic progress and should take the
initiative to meet their academic advisor and/or the coursemaster(s) when academic
problems occur. The director for student services, the class advisor, faculty and
administration are available to help students meet the Schools academic standards.
Experience has demonstrated that the earlier and more actively students recognize
and address potential problems, the greater their likelihood of avoiding academic
difficulties. By the same token, faculty members are encouraged to initiate discus-
sions with students whose performance appears likely to result in a failing grade.

To remain in acceptable academic standing and to be eligible for graduation,
students must maintain a minimum cumulative GPA of 2.0 in required courses.
Students with a cumulative GPA below 2.0 or a failing grade in a didactic or
experiential learning course are subject to academic dismissal.

At the end of each semester, the associate dean of student affairs reviews the
academic status of all students in the PharmD program. Students with a failing
grade in any course are subject to academic dismissal as soon as the failing grade
is submitted in writing to the Student Affairs Office. Students who do not
achieve a minimum cumulative GPA of 2.0 in their required courses are subject
to academic dismissal.

Students with a semester GPA below 2.0 but maintain a cumulative GPA of
2.0 or greater will receive a letter of academic warning from the associate dean of
student affairs. The Chair of the Student Affairs Committee and students' acad-
emic advisors also receive a copy of this letter.

The associate dean of student affairs will send, via certified mail, a notification
letter and a copy of the Academic Status Policies and Procedures to students subject
to academic dismissal. The letter will indicate that the student will be dismissed
from the School unless the he/she appeals to the Student Affairs Committee
requesting to be placed on academic probation. The letter will state the time and
place of the academic review hearing with the Student Affairs Committee (typically
within seven calendar days of the letter's date). The Chair of the Student Affairs
Committee and student's academic advisors also receive copies of the letter.

Academic Information

Students subject to academic dismissal have the right to appeal to the Student
Affairs Committee. Students may present their case in person before the committee
or submit a written appeal. Students may submit any documents that they deem
pertinent. Students who do not appeal will be dismissed from the School.

At least seven calendar days before any Student Affairs Committee academic
review hearing, the committee will distribute a confidential memo to the faculty
listing all students to be reviewed. The memo will state the time and place of the
hearing, stress the confidential nature of the information and request that
faculty provide the committee with pertinent information on students' academic
performance and ability. Any faculty member may provide written comments to
the committee or request permission to appear at any student's hearing.

Academic advisors and other faculty members may attend academic review
hearings and present pertinent information. The committee will consider pre-
pharmacy grades, prior academic performance in the School, and personal issues
in its deliberations.

At the conclusion of the academic review hearing, the committee will deliberate
on each case and determine each student's academic status. The committee decides
by a simple majority vote to either academically dismiss students, place them on
academic probation or gather more information. If placed on academic probation,
students will be allowed to continue in the program but under specific terms
oudined by the committee, such as taking remedial courses to strengthen specific
knowledge or skills. If the committee decides to gather more information, it must
complete its review and make a final decision within five calendar days of the
original hearing. The committee will submit its decision in writing to the students,
dean, and the students' academic advisors within seven calendar days of the
academic review hearing.

Students have the right to appeal the decision of the Student Affairs Commit-
tee directly to the dean. Students must submit appeals in writing and state the
basis for the appeal. Students must complete all appeals before the beginning of
the next semester. The dean's decision is final.

Students on academic probation must meet with their academic advisor and
the associate dean of student affairs to develop a plan of action to resolve all
pertinent academic issues. While on probation, students must earn a GPA of 2.0
or greater during each semester. If students on probation earn a semester GPA of
2.0 or greater, but the cumulative GPA or the required-course GPA remains
below 2.0, students will remain on academic probation. Students will be removed
from probation when their cumulative GPA and required-course GPA is 2.0 or
greater. Students with a failing grade on their record will remain on probation
until they receive a passing grade.

Students who are academically dismissed may petition the Admissions
Committee for readmission after they have completed some form of remediation.
Students who have been academically dismissed twice from the School are not
eligible for readmission.

School of Pharmacy

i

ACADEMIC INTEGRITY

STUDENT HONOR CODE POLICY AND PROCEDURES

Students entering the profession of pharmacy are required to exhibit exemplary
standards of conduct. Absolute honesty is imperative for a health professional.
On May 14, 1998, the Student Government Association adopted the following
Honor Code:

I. Statement of Philosophy

The students of the University of Maryland School of Pharmacy recognize that
honesty, truth, and integrity are values central to the School's mission as an insti-
tution of higher education. Therefore, the Student Government Association has
assembled current policies and procedures involving academic integrity into this
"Honor Code" of behavior. The code described in this document articulates the
responsibilities of Doctor of Pharmacy students, graduate students, faculty and
administration in upholding academic integrity, while at the same time respect-
ing the rights of individuals to the due process offered by administrative hearings
and appeals. All persons enrolled in any course or program offered by University
of Maryland School of Pharmacy and all persons supervising the learning of any
student are responsible for acting in accordance with the provisions of this policy.

Student Responsibilities

• Understanding the types of conduct which are deemed unacceptable
and, therefore, are prohibited by this policy.

• Refraining from committing any act of cheating, plagiarizing, facilitat-
ing academic dishonesty, abusing academic materials, stealing or lying.

• Reporting every instance in which the student has a suspicion or knowl-
edge that academic conduct which violates this policy or its spirit has
taken place to the faculty member responsible for instruction or to a
member of the Student Discipline and Grievance Committee.

Faculty Responsibilities

• Understanding the procedures of this policy relative to how faculty are
to handle suspected instances of academic dishonesty.

• Developing an instructional environment that reflects a commitment to
maintaining and enforcing academic integrity.

• Handling every suspected or admitted instance of the violation of the
provisions of this policy in accordance with the current School and
University procedures.

II. Academic Integrity

In attempt to maintain academic integrity, the Student Government Association
has outlined a code of conduct (an Honor Code) which describes acceptable

Academic Information 41

behavior for students in all its academic settings. This code has been developed
using University (as stated in the University's Student Answer Book) and School
(as stated in the School's catalog) policies. Elements of this code can be catego-
rized into six broad areas.

1 . Cheating. Definition: Using or attempting to use unauthorized materials,
information, notes, study aids or other devices, or obtaining unauthorized
assistance from any source for work submitted as one's own individual
efforts in any class, clinic, assignment, or examination. Examples of cheating
include, but are not limited to, the following actions:

a. Copying from another student's paper or test, or receiving assistance
from another person during an exam or other assignment in a manner
not authorized by the instructor.

b. Possessing, buying, selling, removing, receiving, or using at any time
or in any manner not previously authorized by the instructor a copy
or copies of any exam or other materials (in whole or in part)
intended to be used as an instrument of evaluation in advance of
its administration.

c. Using material or equipment not authorized by the instructor during
a test or other academic evaluation, such as crib notes, a calculator or
a tape recorder.

d. Working with another or others on any exam, take home exam,
computer or laboratory work, or any other assignment when the
instructor has required independent and unaided effort.

e. Attempting to influence or change an academic evaluation, grade or
record by deceit or unfair means, such as: (1) damaging the acade-
mic work of another student to gain an unfair advantage in an
academic evaluation; or (2) marking or submitting an exam or other
assignment in a manner designed to deceive the grading system.

f Submitting, without prior permission, the same academic work
which has been submitted in identical or similar form in another
class or in fulfillment of any other academic requirement at the
University.

g. Permitting another to substitute for oneself during an exam or any
other type of academic evaluation.

h. Gaining an unfair advantage in an academic evaluation by receiving
specific information about a test, exam or other assignment.

2. Plagiarism. Definition: Representing, orally or in writing, in any aca-
demic assignment or exercise, the words, ideas, or works of another as
one's own without customary and proper acknowledgment of the
source. Examples:

a. Submitting material or work for evaluation, in whole or in part,
which has been prepared by an individual(s) or commercial service.

b. Directly quoting from a source without the customary or proper
citation source.

d. Downloading material from Web sites without appropriate docu-
mentation.

School of Pharmacy

3. Facilitating Academic Dishonesty. Definition: Helping or attempting
to help another person commit an act of academic dishonesty. Examples:

a. Providing assistance to another during an exam or other assignment
in a manner not authorized by the instructor.

b. Acting as a substitute for another in any exam or any other type of
academic evaluation.

c. Providing specific information about a recently given test, exam or
other assignment to another student who thereby gains an unfair
advantage in an academic evaluation.

d. Permitting one's academic work to be represented as the work
of another.

e. Preparing for sale, barter, or loan to another such items as unauthorized
papers, notes or abstracts of lectures and readings.

4. Abuse of Academic Materials. Definition: Destroying or making inac-
cessible academic resource materials. Examples:

a. Destroying, hiding, or otherwise making unavailable for common
use library, computer or other academic reference materials.

b. Destroying, hiding, or otherwise making unavailable another's
notes, experiments, computer programs or other academic work.

5. Stealing. Definition: Taking, attempting to take, or withholding the
property of another, thereby permanently or temporarily depriving the
owner of its use or possession. Examples:

a. Unauthorized removal of library materials, examinations, computer
programs, or any other academic materials, including obtaining
advance access to an examination through collusion with a University
employee or otherwise.

b. Taking another's academic work, such as papers, computer programs,
laboratory experiments or research results.

6. Lying. Definition: Making any oral or written statement which the
individual knows to be untrue. Examples:

a. Making a false statement to any instructor or other University
employee in an attempt to gain advantage or exception.

b. Falsifying evidence or tesdfying falsely, such as in a Student Grievance
Committee hearing.

c. Inventing or counterfeiting data, research results, research procedures,
internship or practicum experiences or other information.

d. Citing a false source for referenced material/data.

III. Honor Pledge

In order to address the first two areas, cheating and plagiarism, the School has
developed an honor pledge statement that has been used by many faculty to
reinforce the importance of academic integrity. This pledge statement will be used
in the following manner: Work assigned for classes, clinics, internships, and all
other types of instruction offered at the School of Pharmacy may be accomplished
in either of two ways: (1) as "individual" work for which the student will sign a
pledge statement indicating that the work was completed independently, without

Academic Informatic

giving or receiving assistance from another; or (2) as "collaborative" work, which
may be completed in collaboration with others as directed by the instructor and for
which no pledge statement is required. All work is considered to be individual work
unless the instructor specifies otherwise. For all "individual" work, instructors may
require students to sign the following pledge statement:

"On my honor, I have neither given nor received aid on this assignment."

Student's signature: Date:

Thus, students will state that the work that was submitted is their own and
will be held accountable if evidence appears that is contrary to this statement.
Students are reminded that neither the presence nor the absence of a signed
pledge statement will allow students to violate established codes oi conduct as
described above.

IV. Disciplinary Procedures

As stated below, the Student Discipline and Grievance Committee will be respon-
sible for implementing and monitoring aspects of this code for Doctor of
Pharmacy students. A separate set of procedures is in place for graduate students.
They should contact their graduate program director for further information.
PharmD students who are found guilty of a violation of academic integrity stan-
dards will be subject to penalties deemed appropriate by the Student Discipline
and Grievance Committee as stated in the committee's policies and procedures. It
is the committee's duty to protect honest students from being taken advantage of
by those who behave dishonestly. The committee will ensure any accused student
of certain rights: to be informed in writing of the charges, to hear evidence
presented, to question witnesses and to present witnesses. The committee shall
maintain confidentiality regarding names of persons involved in honor cases.
The principles and problems raised by cases, however, may be discussed with
appropriate administrative and faculty representatives.

STUDENT DISCIPLINE AND GRIEVANCE POLICIES
AND PROCEDURES

I. Purpose

The Student Discipline and Grievance Committee ("Committee") is established
in the School of Pharmacy to foster self-governance by the student body. The
Committee hears and attempts to solve problems or complaints ("Grievances")
that involve professional students. Grievances against graduate students or faculty
are handled under separate policies and procedures.

Most formal grievances are brought directly to the Committee. However,
every effort will be made to informally resolve grievances outside of the
Committee. Students will be encouraged to consult their class advisers, Student
Government Association advisor, coursemasters, or the associate dean for
student affairs regarding the informal resolution of problems.

School of Pharmacy

II. Committee Composition

The Student Discipline and Grievance Committee, a sub-committee of the Stu-
dent Affairs Committee, is composed of seven voting members: four students and
three faculty members. The student members of the Committee will include the
Student Government Association (SGA) president, the second- and third-year
class presidents, and the senior student member of the Student Affairs Commit-
tee. If a grievance is made against a Nontraditional Pathway (NTPD) student, a
member of the NTPD advisory board will replace the most senior
student member of the Student Affairs Committee. Faculty members include the
SGA faculty advisor and the third- and fourth-year class advisors. The SGA
president chairs the Committee. The associate dean of student affairs serves as an
ex-officio member. In the event that a grievance is filed against a NTPD
student, the NTPD director will serve as an ex-officio member of the Committee.
All members of the Committee must be present at formal hearings. Members
of the committee who cannot attend the hearing or must recuse themselves due to
a conflict of interest will notify the chair immediately. In the event that a commit-
tee member cannot attend a formal hearing, the Committee Chair shall appoint a
replacement. Each student member of the Committee unable to attend will be
replaced by an elected officer in the SGA or a member of the NTPD advisory
board. Each faculty member of the Committee unable to attend will be replaced
by a faculty member, preferably a member of the Student Affairs Committee.

III. Preliminary Evaluation

Grievance must be submitted in writing to the SGA President, the SGA advisor or
the associate dean of student aftairs. Within five days of receipt of a written griev-
ance, the SGA President, the SGA advisor, the associate dean of student affairs and
either the most senior student member of the Student Affairs Committee or a
member of the NTPD advisor board (as applicable) will review the facts presented
and determine if the matter is grievable under this policy. If two or more individu-
als during the preliminary evaluation believe the matter is grievable, a formal
hearing will be called by the Committee Chair. If the majority believe the matter is
not grievable, the associate dean of student affairs will counsel the Grievant on
alternatives.

iV. Grievance Procedure

Once the Grievance is determined to be grievable, the Respondent will be sent a
letter from the Grievance Committee Chair and the associate dean of student
affairs stating: 1) that a formal grievance has been filed, 2) the deadline for
submission of a written rebuttal and a proposed date(s) for the formal hearing,
and 3) that advice and counsel should be sought from the academic advisor.
Along with the letter, the respondent will be provided with a written copy of the
grievance and this policy. The Respondent will be given up to 10 days to provide
a written response to the Committee Chair. The Committee will hold a formal
hearing no more than five days after the deadline for receipt of the Respondent's
written response.

Academic Information

Prior to the hearing, the Grievant's allegations and any supporting information
will be provided to the Respondent for review. Likewise, the Respondent's allega-
tions and evidence shall be provided to the Grievant for review. The associate dean
of student affairs will facilitate this exchange of information. If feasible, supporting
evidence will be made available to both parties no less than three days before the
scheduled hearing.

The formal hearing is an internal academic process; legal counsel will not be
permitted to represent either the Grievant or the Respondent. The Grievance is
presented to the Committee by the Grievant or by a representative of the dean's
office, in the presence of the Respondent. The presenter of the Grievance may
call witnesses to present relevant information. The witnesses supporting the
Grievant may be questioned by the Respondent and Committee members.

The Respondent has the right to refuse to appear before the Committee and
the right to remain silent during the hearing. Refusal to appear will not be taken
as an admission of guilt. The Respondent has the right to: 1) present a statement
on the Respondent's behalf at the hearing, 2) present witnesses having relevant
information pertaining to the Grievance and 3) present relevant evidence in the
form of written or tangible materials. The witnesses supporting the Respondent
may be questioned by the Grievant and Committee members.

The hearings will not be open to the public. All witnesses will be excluded from
the hearing room until they are called to testify. All witnesses will be asked to
affirm that any information they are presenting, including any written materials, is
accurate and complete to the best of their knowledge and belief

Upon completion of the hearing, the Committee will meet in closed session to
determine whether the Grievance has been proven by the preponderance of the
evidence; that is, whether on the basis of the evidence, it is more likely than not
that the Grievance is a correct allegation.

The Chair will remind the Committee that it is to be free of bias concerning
all aspects of the case in question. Members who wish to excuse themselves from
the voting due to possible bias may do so.

The method of voting shall be by secret ballot. To sustain the grievance, a
majority vote of both the faculty and student committee members is required. All
other questions before the Committee may be decided by a simple majority vote.
If the vote is that a Grievance is not sustained, the case is closed. A record of the
case will be kept in the Committee's files until the Grievant and Respondent leave
the University. If a Grievance is sustained, the Committee will decide on a course
of action.

V. Course of Action

Following a vote sustaining a Grievance against a Respondent, the Committee

must take one of the following courses of action:

1. Prepare a disciplinary letter stating that the Respondent acted with
impropriety. This letter is not entered into the student's file but is
retained in the Committee's file until the student has left the School.
The letter will be sent to the Respondent within three days of the
Committee's hearing. A copy of said letter will be sent to the Grievant.

School of Pharmacy

2. Prepare a temporary letter of censure to remain in the students file for at
least one year. The Respondent and Grievant will be informed of the
course of action in writing within three days of the Committee's action.

3. Prepare a letter of censure to remain in the student's file permanently.
The Respondent and Grievant will be informed of the course of action
in writing within three days of the Committee's action.

4. Recommend to the Student Affairs Committee that the Respondent be
placed on disciplinary probation, not to exceed one year.

5. Recommend to the Student Affairs Committee that the Respondent be
suspended from the School for a period of time not to exceed one year.

6. Recommend to the Student Affairs Committee that the Respondent be
dismissed from the School.

In addition to the actions stated above, the Committee may place other
requirements on the Respondent that relate to the case (e.g., to make restitution
or repairs when property is damaged, to seek counseling for emotional issues).

VI. Appeal to the Dean

A Respondent or Grievant may appeal any recommended action to the dean. The
appeal must be made in writing and must be filed in the dean's office. The appeal
should describe the basis for the appeal. The appeal must be based on new evi-
dence or relevant facts not produced in the hearing, a claim of inadequate
consideration of specific evidence, a claim that a rule or regulation of the Univer-
sity or School applied in the case is not applicable or a claim that the disciplinary
action is unduly severe or lenient.

Afi:er reviewing the Grievance Committee's report, the recommendation from the
Student Affairs Committee and any appeal(s) from the Respondent or Grievant, the
dean will make a final decision to accept the recommendation or remand the matter
for reconsideration to the Grievance Committee. The dean will generally make
a final decision within 14 days after receiving the Student Affairs Committee's
recommendation and the Grievance Committee's report. If the appeal is denied, the
dean's action is final.

Mr. Fred Abnimson assists Bruce Cao and Flora Dasgitpia tn the computer lab.

Academic Information 47

Administration and Faculty

University System of Maryland Board of Regents

Lance W. Billingsley

Nathan A. Chapman Jr., Chairman

Edwin S. Crawford

Thomas B. Finan Jr.

Michael C. Gelman

Louise Michaux Gonzales

The Honorable Steny H. Hoyer

Leronia A. Josey

Clifford Kendall

Jeong H. Kim

Admiral Charles R. Larson, USN (Ret.)

Lillian Hobson Lincoln

Andrew D. Miller

David H. Nevins

William T Wood

Henry A. Virts, DVM, ex ojficio

System Officials

Donald N. Langenberg, PhD, Chancellor

John K. Martin, Vice Chancellor, Advancement

Charles R. Middleton, PhD, Vice Chancellor, Academic Affairs

Joseph F. Vivona, Vice Chancellor, Administration and Finance

University of Maryland

David J. Ramsay, DM, DPhil, President

Joann A. Boughman, PhD, Vice President, Academic Affairs; Dean,

Graduate Studies
James T. Hill Jr., MPA, Vice President, Administrative Services
T. Sue Gladhill, MSW, Vice President, External Affairs
Morton L Rapoport, MD, President and Chief Executive Officer,

University of Maryland Medical System
Richard R. Ranncy DDS, MS, Dean, Dental School
Karen H. Rothenberg, Interim Dean, School of Law
Donald E. Wilson, MD, MACP Dean, School of Medicine
Barbara R. Heller, EdD, RN, FAAN, Dean, School of Nursing
David A. Knapp, PhD, Dean, School of Pharmacy
Jessie J. Harris, PhD, Dean, School of Social Work

School of Pharmacy

SCHOOL OF PHARMACY

Administration

David A. Knapp, PhD, Dean and Professor, Pharmacy Practice and Science
Robert S. Beardsley, PhD, Associate Dean, Student Affairs and

Administration; Professor, Pharmacy Practice and Science
William Cooper, MBA, Associate Dean, Administration
Myron Weiner, PhD, Associate Dean, Academic Affairs;

Associate Professor, Pharmaceutical Sciences
Margaret Hayes, MS, Director, Student Services and Career Development

and Enhancement Services
Mary Joseph Ivins, Director, Financial Affairs
Mary Lynn McPherson, PharmD, BCPS, Director, Nontraditional Pathway;

Associate Professor, Pharmacy Practice and Sciences
Tim Munn, BS, Director, Computing Services
Richard E. Rumrill, MS, Director, Experiential Learning; Assistant Professor,

Pharmacy Practice and Sciences
Carolyn O. Footman, Executive Administrative Assistant to the Dean

Board of Visitors

George S. Barrett
James C. Boylan, PhD
Michael G. Bronfein
Alan Cheung, PharmD, MPH
Russell B. Fair, RPh
Michael S. Frost
Jere E. Goyan, PhD
William M. Heller, PhD
Donald M. Kirson
Patricia Lion Krongard
Henri Manasse, PhD
Ernest Mario, PhD
Martin B. Mintz, PhD, FASCP
James A. Miller, PhD
Richard P Penna, PharmD
Robert G. Pinco, JD
Thaddeus Pruss
Leonard Rodman
Gordon Sato, PhD
David R. Savello, PhD
Stephen C. Schimpff, MD
Matthew Shimoda, PharmD
Alex Taylor, BPharm
George C. Voxakis, PharmD
Clayton L. Warrington, BSP
Patrick J. Zenner

Administration and Faculty

Faculty

Alfred Abramson, RPh, BSR Pharmacy Management, University of Maryland;

Assistant Professor, Pharmacy Practice and Science; Director, Pharmacy

Practice Laboratory
Jane V. Aldrich, PhD, Medicinal Chemistry, University of Michigan; Professor,

Pharmaceutical Sciences
Bruce D. Anderson, PharmD, Clinical Toxicology, Philadelphia College of

Pharmacy and Science; Assistant Professor, Pharmacy Practice and Science;

Assistant Director, Maryland Poison Center
Larry L. Augsburger, RPh, PhD, Pharmaceutics, University of Maryland;

Shangraw Professor of Industrial Pharmacy and Pharmaceutics; Professor,

Pharmaceutical Sciences
Robert S. Beardsley, RPh, PhD, Pharmacy Administration, University of

Minnesota; Professor, Pharmacy Practice and Science; Associate Dean,

Student Affairs and Administration
Ralph N. Blomster, RPh, PhD, Pharmacognosy, University of Connecticut;

Professor Emeritus, Pharmaceutical Sciences
Mary Borovicka, PharmD, Psychiatry, University of Toledo; Assistant Professor,

Pharmacy Practice and Science
Cynthia Boyle, PharmD, University of Maryland; Assistant Professor, Pharmacy

Practice and Science; Assistant Director, Experiential Learning
Nicole Brandt, PharmD, Geriatrics, University of Maryland; Assistant Professor,

Pharmacy Practice and Science
Gary G. Buterbaugh, PhD, Pharmacology and Toxicology, University of Iowa;

Professor, Pharmaceutical Sciences
Prashant J. Chikhale, PhD, Medicinal Chemistry, University of Florida; Assistant

Professor, Pharmaceutical Sciences
Andrew Coop, PhD, Opioid Chemistry, University of Bristol; Assistant Professor,

Pharmaceutical Sciences
Judy L. Curtis, PharmD, Mental Health, University of Texas; Assistant Professor,

Pharmacy Practice and Science
Richard N. Dalby, PhD, Pharmaceutics and Drug Delivery, University of

Kentucky; Associate Professor, Pharmaceutical Sciences
Russell J. DiGate, PhD, Molecular Biology, University of Rochester; Associate

Professor, Chairperson, Pharmaceutical Sciences
Bethany DiPaula, PharmD, Psychiatry, University of Maryland; Assistant

Professor, Pharmacy Practice and Science
Thomas C. Dowling, PhD, Clinical Science, University of Pittsburgh; Assistant

Professor, Pharmacy Practice and Science
Natalie D. Eddington, PhD, Pharmacokinetics, University of Maryland; Associate

Professor, Pharmaceutical Sciences
Emmeline Edwards, PhD, Neuropharmacology, Fordham University; Associate

Professor, Pharmaceutical Sciences
Donald O. Fedder, RPh, Dr PH, Public Health Education, Johns Hopkins

University; Professor, Pharmacy Practice and Science

School of Pharmacy

Hamid Ghandehari, PhD, Pharmaceutics/Novel Drug Delivery Systems,

University of Utah; Assistant Professor, Pharmaceutical Sciences
Ronald D. Guiles, PhD, Physical Chemistry, University of California at Berkeley;

Associate Professor, Pharmaceutical Sciences
Stuart T. Haines, RPh, PharmD, CDE, Ambulatory Care, University of Texas

at Austin and University of Texas Health Science Center at San Antonio;

Assistant Professor, Pharmacy Practice and Science
Erkan Hassan, RPh, PharmD, Critical Care, University of Maryland; Associate

Professor, Pharmacy Practice and Science
Jun Hayashi, PhD, University of Connecticut; Associate Professor, Pharmaceutical

Sciences
Stephen W. Hoag, PhD, Pharmaceutics, University of Minnesota; Assistant

Professor, Pharmaceutical Sciences
R. Gary Hoilenbeck, PhD, Pharmaceutics, Purdue University; Associate Professor,

Pharmaceutical Sciences
Robert A. Kerr, RPh, PharmD, Ambulatory Pharmacotherapy and Instructional

Systems Design, University of California; Associate Professor, Pharmacy

Practice and Science
Kwang Chul Kim, PhD, Cell Biology, Ohio State University; Associate Professor,

Pharmaceutical Sciences
Wendy Klein-Schwartz, PharmD, Clinical Toxicology, University of Maryland;

Associate Professor, Pharmacy Practice and Science; Director, Maryland

Poison Center
David A. Knapp, RPh, PhD, Pharmacy Administration, Purdue University;

Dean and Professor, Pharmacy Practice and Science
Raymond C. Love, RPh, PharmD, Mental Health, University of Maryland;

Assistant Professor, Pharmacy Practice and Science; Director, Mental Health

Program; Associate Professor, Department of Psychiatry
Alexander D. MacKerell Jr., PhD, Biochemistry and Computational Chemistry,

Rutgers University; Associate Professor, Pharmaceutical Sciences
David A. Mays, PharmD, BCPS, Drug Information Services, Mercer University;

Assistant Professor, Pharmacy Practice and Science
Mary Lynn McPherson, PharmD, BCPS, Ambulatory Care and Geriatrics,

University of Maryland; Associate Professor, Pharmacy Practice and Science;

Director, Nontraditional PharmD Pathway
Robert J. Michocki, RPh, PharmD, BCPS, Family Medicine, University of

Maryland; Professor, Pharmacy Practice and Science
David B. Moore, RPh, MPA, Health Care Management, Cornell University;

Assistant Professor, Pharmacy Practice and Science
J. Edward Moreton, RPh, PhD, Pharmacology, University of Mississippi;

Professor, Pharmaceutical Sciences
Daniel Mullins, PhD, Pharmacoeconomics, Duke University; Associate Professor,

Pharmacy Practice and Science
Francis B. Palumbo, RPh, PhD, Health Care Administration, University of Mis-
sissippi; JD, University of Baltimore Law Center; Professor, Pharmacy

Practice and Science

Administration and Faculty

Karen Plaisance, RPh, PharmD, BCPS, Pharmacokinetics and Infectious

Diseases, State University of New York at Buffalo; Associate Professor,

Pharmacy Practice and Science
James E. PoUi, RPh, PhD, Pharmaceutics, University of Michigan; Associate

Professor, Pharmaceutical Sciences
Francoise Pradel, PhD, Health Policy and Administration, University of North

Carolina at Chapel Hill; Assistant Professor, Pharmacy Practice and Science
William G. Reiss, PharmD, Pharmacokinetics, State University of New York at

Buffalo; Associate Professor, Pharmacy Practice and Science
Magaly Rodriguez deBittner, RPh, BCPS, PharmD, Ambulatory Care, University

of Maryland; Assistant Professor, Pharmacy Practice and Science
David S. Roffinan, RPh, PharmD, BCPS, Cardiovascular Therapeutics, University

of Mar)'land; Associate Professor, Pharmacy Practice and Science
Gerald M. Rosen, PhD, Chemistry, Clarkson College of Technolog)'; JD, Duke

University School of Law; Emerson Professor, Pharmaceutical Sciences
Richard Rumrill, MS, Pharmacy, University of Florida; Assistant Professor,

Pharmacy Practice and Science; Director, Experiential Learning
Ginette Serrero, PhD, University of Nice, France; Associate Professor,

Pharmaceutical Sciences
Paul Shapiro, PhD, Pharmacology/Signal Transduction, University of Vermont

College of Medicine; Assistant Professor, Pharmaceutical Sciences
Gary H. Smith, PharmD, Drug Information and Infectious Diseases, Universit)'

of California; Professor and Chairperson, Pharmacy Practice and Science
Rakesh Srivastava, PhD, Cancer Biology, University of Guelph, Ontario,

Canada; Assistant Professor, Pharmaceutical Sciences
Bruce C. Stuart, PhD, Economics, Washington State University; Parke-Davis

Professor of Geriatric Pharmacotherapy, Pharmacy Practice and Science
Anthony C. Tommasello, RPh, MS, Substance Abuse and Chemical Dependence,

University of Maryland; Associate Professor, Pharmacy Practice and Science;

Director, Office of Substance Abuse Studies
James A. Trovato, PharmD, Hematology and Oncology, Purdue Universit)';

Assistant Professor, Pharmacy Practice and Science
Mona Tsoukleris, RPh, PharmD, Ambulatory Care and Adult Internal Medicine,

University of Maryland; Assistant Professor, Pharmacy Practice and Science
Ashiwel S. Undie, PhD, Pharmacology, the Medical College of Pennsylvania;

Assistant Professor, Pharmaceutical Sciences
Jia Bei Wang, PhD, Pharmacology and Experimental Therapeutics, University

of Maryland; Assistant Professor, Pharmaceutical Sciences
Myron Weiner, RPh, PhD, Pharmacology and Toxicology, University of Maryland;

Associate Professor, Pharmaceutical Sciences; Associate Dean, Academic Affairs
Sheila Weiss, PhD, Epidemiology, Johns Hopkins University; Assistant Professor,

Pharmacy Practice and Science
Angela Wilks, PhD, Biochemistry, University of Leeds, England; Assistant

Prolessor, Pharmaceutical Sciences
Jeremy Wright, RPh, PhD, Biomedicina! Chemistry, University of London;

Associate Professor, Pharmaceutical Sciences

School of Pharmacy

Julie Magno Zito, PhD, Social and Behavioral Pharmacy, University of
Minnesota; Associate Professor, Pharmacy Practice and Science

Ilene H. Zuckerman, RPh, PharmD, Geriatrics and Ambulatory Care, University
of Maryland; Associate Professor, Pharmacy Practice and Science

Adjunct Faculty

Clinical Assistant Professor

Mahnaz Younes Abhari, PharmD, Georgetown University Hospital

Ayotunde Adekoya, PharmD, Rite Aid Pharmacy

Marsha Alvarez, PharmD, Program Support Center

Maria Apostolarios, PharmD, Otsuka America Pharmaceutical

Susan Arnold, PharmD, The Johns Hopkins Hospital

Hector Ayu, MBA, Kmart Pharmacy

Lee Barker, MBA, Safeway Pharmacy

Phyllis Bartilucci, MS, Civista Medical Center

Denise V. Baugh, MBA, NeighborCare Pharmacies, Inc.

Megan Ellen Bayliff, PharmD, Christiana Care Health System

Trent Beach, PharmD, Christiana Care Health System

Maryam Behta, PharmD, University of Maryland Medical System

Robert Berg, PharmD, VA Medical Center

Anthony Bixler, BSP, York Apothecary, Inc.

Lawrence E. Blandford, PharmD, Advance ParadigM Clinical Services

Mark D. Boesen, PharmD, American Association of Colleges of Pharmacy

Joseph T. Botticelli, MS, St. Joseph's Medical Center

Stephen P. Boykin, MS, VA Medical Center

Barry Bress, MHA, NeighborCare Pharmacies, Inc.

Daria A. Brown, PharmD, Columbia Arlington Hospital

Brian Dale Buck, PharmD, University of Maryland Medical System

Demetris M. Butler, PharmD, Laurel Regional Hospital

James B. Caldwell, PharmD, Anne Arundel Medical Center

Kevin Callahan, PharmD, Shore Health System

Paul K. Cernek, PharmD, HealthAmerica

David R. Chason, MBA, Good Samaritan Hospital

Fred Chatelain, MS, INOVA- Alexandria Hospital Pharmacy

Fred Choy, MS, Millenia Healthcare Corporation

Deborah B. Cooper, PharmD, Advance ParadigM Clinical Services

Gena Wood Cramer, PharmD, Center for Health Information, Inc.

Robert DeChristoforo, MS, NIH Clinical Center

Morrell C. Delcher, MBA, Mercy Medical Center

Howard Dickter, PharmD, Union Hospital of Cecil County

Robert Dombrowski, PharmD, VA Medical Center

Joseph Dorsch Jr., MBA, Voshell's Pharmacy

Babette Duncan, PharmD, Advance ParadigM Clinical Services

Janice Dunsavage, MAS, Pinnacle Health Hospitals

Heather D. Dworski, PharmD, The Johns Hopkins Hospital

Administration and Faculty 53

Alfred FallavoUita Jr., MS, NIH National Cancer Institute

Kerri Ross Farrelly, PharmD, Center for Health Information, Inc.

Madeline Feinberg, PharmD, Chase Braxton Clinic

Richard Fejka, MS, NIH Clinical Nuclear Pharmacy

Robert Feroli, PharmD, The Johns Hopkins Hospital

Jerome Fine, PharmD, HMIS, Inc.

Michelle Forrest-Smith, PharmD, Universit)' of Maryland Medical System

Robert J. Fuentes, MS, Medlmmune, Inc.

John S. Gibson, MS, National Naval Medical Center

Mary Giesey, MBA, North Arundel Hospital

Shawn Giilikin, PharmD, Penn State Geisinger Health System

Barry Goldspiel, PharmD, NIH Clinical Center

Patricia E. Grunwald, PharmD, Frederick Memorial Hospital

Karl F. Gumpper, BSP, Children's National Medical Center

Andrew S.T. Haffer, PharmD, Alpharma

Cynthia J. Halas, PharmD, VA Medical Center

Charles L. Hall Jr., MS, National Naval Medical Center

Jon Hann, BSP CVS Pharmacy

Elham Hekmat, PharmD, Georgetown University Hospital

Andrea G. Hershey, PharmD, Union Memorial Hospital

William Hill, BSR Hill's Drug Store

Jann Burks Hinkle, BSP, American Pharmaceutical Association

A. Herbert Holmes Jr., PharmD, Severn Healthcare

Charles V. Hoppes, MPH, Food and Drug Administration

Jon D. Horton, PharmD, York Hospital

Kendra Huseman, PharmD, Naval Medical Clinic

Anthony Ihenatu, PharmD, Bon Secours Hospital

Amy Ives, PharmD, VA Medical Center

Tep M. Kang, PharmD, Christiana Care Health System

Deanna L. Kelly, PharmD, Maryland Psychiatric Research Center

Mark Kern, PharmD, Mercy Medical Center

Masoomeh Khamesian, PharmD, Howard County General Hospital

Hannah Kim, PharmD, American Society of Health-System Pharmacists

Mari Kim, PharmD, Doctors Community Hospital

Tina S. Kim, PharmD, Kaiser Permanente

Joan Korek, PharmD, Astra Pharmaceuticals

David A. Kotzin, MS, Walter Reed Army Medical Center

Kathrin Kucharski, PharmD, Good Samaritan Hospital

Cynthia LaCivita, PharmD, Shady Grove Adventist Hospital

Vincent Lacroce, PharmD, Penn State Geisinger Health System

Betsy T. Le, PharmD, VA Medical Center

Dan Le, PharmD, Franklin Square Hospital Center

Louise Leach, BSP, Northwest Hospital Center

Carlton K. Lee, PharmD, The Johns Hopkins Hospital

Laura Lees, PharmD, The Johns Hopkins Hospital

Laura R. Lehman, PharmD, Union Memorial Hospital

School of Pharmacy

Melvin Lessing, MS, Food and Drug Administration

Louis E. Levenson, MAS, Kernan Hospital

Bonnie Levin, PharmD, Laurel Regional Hospital

David Liebman, DPA, Kayes AID Pharmacy

Susan M. Lizarralde, PharmD, Penn State Geisinger Health System

Joseph Loetell Jr., PharmD, NeighborCare Pharmacies, Inc.

Heidi Louie, PharmD, University of Maryland Medical System

Mitchell D. Lucy, MS, Malcolm Grow Medical Center

Alonzo Mable, MS, Kaiser Permanente

Scott M. Mark, PharmD, Children's National Medical Center

Julianna T. Marten, PharmD, Mt. Washington Pediatric Hospital

Robert Martin Jr., BSP Potomac Valley Pharmacy, Inc.

Robert Massey, MSA, Walter Reed Army Medical Center

Herbert G. Mathews IIL PharmD, Mt. Washington Pediatric Hospital

Robert J. McAuley, MS, Pfizer, Inc.

Andrea McDonald, PharmD, INFUCOR

Nasir Mian, PharmD, Greater Southeast Community Hospital

Rita Mitsch, PharmD, Franklin Square Hospital Center

Blanca Morales, PharmD, VA Medical Center

Jill A. Morgan, PharmD, University of Maryland Medical System

Joseph M. Morrissey, MS, Howard County General Hospital

Pam Moussavian-Yousefi, PharmD, Walter Reed Army Medical Center

Wendy Munroe, PharmD, MedOutcomes, Inc.

John Ness, PharmD, Fallston General Hospital

Teresa Ng,PharmD, Kaiser Permanente

Bao-Anh Nguyen-Khoa, PharmD, Center for Health Information, Inc.

Mary Ann Niesen, PharmD, Fort Defiance Indian Health Service

Michael Nnadi, PharmD, Kaiser Permanente

Godwin Odunze, MS, DC Chartered Health Center

Donna L. O'Keefe, PharmD, Washington County Hospital

Richard Ottmar, MBA, Sacred Heart Hospital

Michele Overtoom, PharmD, Deaton Long Term Care Pharmacy

Larry Owens, PharmD, York Hospital

Victoria C. Paoletti, PharmD, Christiana Care Health System

Jane A. Paranych, PharmD, The Johns Hopkins Hospital

Richard D. Parker Jr., BSP, Giant Pharmacy

Kalpna Patel, MS, Giant Pharmacy

Carol Paulick, MBA, St. Agnes Health Care

Norene P. Pease, MBA, Maryland Board of Pharmacy

Normand Pelissier, MBA, Church Hospital

David Perrott, BSP, Mt. Washington Pediatric Hospital

Mark D. Peters II, PharmD, Center for Health Information

Wallace Pickworth, PhD, NIDA, Addiction Research Center

Alfred E. Pilong Jr., MS, Kent General Hospital

Bonnie L. Pitt, MAS, Frederick Memorial Hospital

Marilyn R. Pitts, PharmD, Greater Southeast Community Hospital

Administration and Faculty

Patricia A. G. Powers, PharmD, Kaiser Permanente

Douglas Pryor, MBA, Maryland General Hospital

Frank Pucino Jr., PharmD, NIH Clinical Center

Jacob Raitt, PhD, Rite Aid Pharmacy

Jeffery Allen Reitz, PharmD, Christiana Care Health System

Arthur Riley, MS, Washington Heights Medical Center Pharmacy

Michael D. Roberts, MS, National Rehabilitation Hospital

Carol Rudo, PharmD, VA Medical Center

David Russo, MBA, The Medicine Shoppe

James Joseph Rybacki, PharmD, The Clearwater Group

Ellen Safir, PharmD, Good Samaritan Hospital

Mark R. Sanford, MBA, University of Maryland Medical System

Howard R. Schiff, BSP, Maryland Pharmacists Association

Edward Schowalter III, PharmD, Walter Reed Army Medical Center

Felicia Scott, PharmD, Kaiser Permanente

Brent Sharf, BSP, Bon Secours Hospital

Matthew G. Shimoda, PharmD, NeighborCare Pharmacies, Inc.

Lawrence Siegel, MAS, University of Maryland Medical System

Ralph A. Small Jr., BSP Rite Aid Pharmacy

Jeffrey A. Snyder, PharmD, Malcolm Grow Medical Center

Peter Tarn, MS, Calvert Memorial Hospital

Cassandra G. Tancil, PharmD, Greater Baltimore Medical Center

Christopher E. Thomas, PharmD, Church Hospital

Jennifer K. Thomas, PharmD, Carroll County Hospital

John D. Thomas, PharmD, Walter Reed Army Medical Center

Richard Tsao, PharmD, Greater Southeast Community Hospital

Sara C. Turk, PharmD, Good Samaritan Hospital

Nancy D. Tzeng, PharmD, Sinai Hospital of Baltimore

Paul Vitale, PharmD, Anne Arundel Medical Center

Laura Von Hagel, PharmD, University of Maryland Medical System

Jo Lynne Wallin, PharmD, Harbor Hospital

J. Kenneth Walters, PharmD, Sheppard Pratt Hospital

Ricke J. Weickum, PharmD, Walter Reed Army Medical Center

Anne M. Wiland, PharmD, University of Maryland Medical System

Sharon D. Wilson, PharmD, University of Maryland Medical System

Thomas Wilson, PharmD, Cape Apothecary

Eileen Wu, PharmD, Montgomery General Hospital

Beverly Yachmetz, PharmD, Diabetes Connection

Ellen Yankellow, PharmD, YES Pharmacy Services, Inc.

Donald K. Yee, BSP Kaiser Permanente

Clinical Associate Professor

Daniel Ashby, MS, The Johns Hopkins Hospital

Patrick Birmingham, MAS, NeighborCare Pharmacies, Inc.

Karini Calis, PharmD, NIH Clinical Center

Joseph Gallina, PharmD, University of Maryland Medical System

School of Pharmacy

Gordon Ireland, PharmD, Shore Clinical Foundation
Roliey Johnson, PharmD, Johns Hopkins Bayview Campus
Thomas Sisca, PharmD, Shore Health System
Phillip Wiener, PharmD, Wieners Home Health Care

Clinical Instructor

Stephen J. Adamczyk, BSP Giant Pharmacy

Jemilar Adelakun, BSP, Kaiser Permanente

Kenneth Aiello, BSP CVS Pharmacy

Virna Ignacio Almuete, BSP, The Johns Hopkins Hospital

Michael Appel, BSP, Howard and Morris Pharmacy

Richard Baylis, BSP, Levindale Hebrew Geriatric Center

Gerald Beachy, BSP, Beachy's Pharmacy

David Becker, BSP, CVS Pharmacy

John Beckman, BSP, Beckman Greene Street Pharmacy

James Joseph Bellay, BSP, Prince George's Pharmacy

Thomas L. Bennett, BSP Wal-Mart Pharmacy

Brian Berryhill, BSP, Giant Pharmacy

Stephen Bierer, BSP Wal-Mart Pharmacy

Alisa E. Billington, BSP, NeighborCare Pharmacies, Inc.

Frank Blatt, BSP, Professional Arts Pharmacy

Ruth Blatt, BSP NeighborCare Pharmacies, Inc.

Michael N. Blazejak, BSP, Franklin Square Hospital Center

Barry Bloom, BSP, Giant Pharmacy

Thomas Bolt, BSP, The Medicine Shoppe

Gene Borowski, BSP, Village Pharmacists

John Braaten, BSP, Twin Knolls Pharmacy

Lynette Bradley, BSP, CVS Pharmacy

Thomas Brenner, BSP, York Hospital

James L. Bresette, PharmD, Chief Redstone Indian Health Center

Keith Broome, BSP, OptionCare of Cumberland

Patrick Burke, BSP, Chestnut AID Pharmacy

Karen Burton, BSP, Kaiser Permanente

Alvin Burweli, PharmD, Alexandria Pharmacy

Douglas Campbell, BSP, The Medicine Shoppe

Kelly Cantwell-McNelis, BSP, Christiana Care Health System

Robert Chang, BSP, Maryland Department of Health & Mental Hygiene

Arnold E. dayman, BSP, American Pharmaceutical Services

Thomas Closson, BSP, Severn Healthcare

Gerald Cohen, BSP, Rite Aid Pharmacy

Kimberly A. Compton, BSP, University of Maryland Medical System

David Cowden, BSP CVS Pharmacy

James M. Crable, BSP, Thomas B. Finan Center

Daniel Crerand, BSP, Family Health Apothecary, Inc.

Terry Crovo, BSP, Pharmacy at MCD

Wayne Crowley, BSP, Giant Pharmacy

Administration and Faculty

Daria Davis-Gaffney, PharmD, Kaiser Permanente

Randy Delker, BSP, HMIS, Inc.

Charles R. Downs, PharmD, Washington County Hospital

Patricia Draper, BSP, Edwards Pharmacy

Christie A. Dunne, BSP Weis Pharmacy

Augustine Durso, BSP, IV TX of Maryland

Mark Ey, BSP, NeighborCare Pharmacies, Inc.

Beth Fabian-Fritsch, BSP, Kaiser Permanente

Darlene Fahrman, BSP, Wal-Mart Pharmacy

Samia H. Farah, BSP VA Medical Center

Lou Feldman, BSP, USPHS Santa Fe Indian Hospital

Philip Fiastro, BSP Weis Pharmacy

Anthea Francis, BSP, The Johns Hopkins Hospital

Sharon Galzarano, BSP, CVS Corporate Headquarters

David C. Gerrold, BSP, Giant Pharmacy

Robert Gerstein, BSP, Weis Pharmacy

Sandra Geyser, BSP, Syncor Pharmacy Services

Nancy Gilbert-Taylor, BSP, Fuller Medical Center Pharmacy

John Gladys, BSP, St. Mary's Hospital

Harvey Goldberg, BSP, Freedom Drug

Leonard Goldberg, BSP, CVS Pharmacy

Marvin Goldberg, BSP, Giant Pharmacy

Millard Gomez, BSP, Holy Cross Hospital

Thomas Goolsby, BSP, Weis Pharmacy

Charles Graefe, BSP, Giant Pharmacy

Gary J. Greenberg, BSP, Rite Aid Pharmacy

Ben Grismore, BSP, Rite Aid Pharmacy

Robert Grossman, BSP, Giant Pharmacy

Maria T. Guintu, BSP CVS Pharmacy

Douglas Haggerty, BSP, Target Pharmacy

Mayer Handleman, BSP, NeighborCare Pharmacies, Inc.

Robert J. Haupt, BSP Eckcrd Pharmacy

Frank Henderson Jr., BSP, Klein's Pharmacy

Gerard Herpel, BSP, Deep Creek Pharmacy

William A. Hess, BSP, Food and Drug Administration

Joseph High, BSP NIH National Cancer Institute

Karen Hoffman, BSP, NeighborCare Pharmacies, Inc.

Paul Holly, BSP Tuxedo Pharmacy

Carol Holquist, BSP, Food and Drug Administration

Angelique K. Hooper, BSP, Anchor Pharmacy

Stephen Hospodavis, BSP, Steve's Pharmacy

Tarik S. Ideis, BSP Wal-Mart Pharmacy

Thomas Jackson, BSP, St. Mary's Hospital

Julie S. Johnson, BSP, Wal-Mart Pharmacy

Mitchell A. Johnston, BSP VA Medical Center

Ramon Juta, BSP, Rite Aid Pharmacy

School of Pharmacy

Donna Kadlec, BSP, VA Tech Veterinary Hospital

Bennett Kantorow, BSP, Rite Aid Pharmacy

Robert Kantorski, BSP, Ritchie Pharmacy

Albert Katz, PharmD, Arundel Pharmacy

Timothy T Kefauver, BSP, VA Medical Center

Larry D. Kelley, BSP, Nationwide Pharmacy Center

Edward Kern, BSP, Giant Pharmacy

Brenda J. Kiliany, BSP, Food and Drug Administration

David King, BSP, Georgetown Infusion Services

Larissa Kitenko, PharmD, Peninsula Regional Medical Center

I. Dennis Klein, BSP, Giant Pharmacy

David Knauer, BSP, Johns Hopkins Bayview

Mary E. Kremzner, PharmD, Food and Drug Administration

Jay Krosnick, BSP, NeighborCare Pharmacies, Inc.

Edmond J. Kucharski, BSP, Carroll County Hospital

Scott Kuperman, BSP, NeighborCare Pharmacies, Inc.

Lisa Lansberry, PharmD, Giant Pharmacy

Stephen Lauer, BSP, Giant Pharmacy

Weiraymond Lee, BSP, CVS Pharmacy

Neil Leikach, BSP, Catonsville Pharmacy

Dizza Levy, BSP, NeighborCare Pharmacies, Inc.

Joseph Libercci, BSP, Park Avenue Pharmacy

Mark Lichtman, BSP Drug City Pharmacy

Larry P. Lim, BSP, Food and Drug Administration

Timothy Lubin, BSP NeighborCare Pharmacies, Inc.

Marie Mackowick, PharmD, Crownsville Hospital Center

Alexandra L. MacLeod, BSP CVS Pharmacy

Peter Tabi Mbi, BSP The Medicine Shoppe

Jeanne J. McCIellan, BSP Greater Baltimore Medical Center

Kimberly McCullough, BSP NeighborCare Pharmacies, Inc.

Mark McDougall, BSP McDougall's Drug Center

Marilyn McEvoy, BSP HMIS, Inc.

Helen McFarland, PharmD, The Johns Hopkins Hospital

Steven McMahan, BSR CareLine of Maryland, Inc.

Michael E McMahon, BSR Rite Aid Pharmacy

Jennifer McMillin, BSP Frederick Memorial Hospital

Neo Melonas, BSP, VA Medical Center

Harvey Miller, BSP Rite Aid Pharmacy

Martin Mintz, BSR Northern Pharmacy & Medical Equipment

Jeffrey L. Moyer, BSR Waynesboro Hospital

Charles Muendlein, BSP, Lykos Pharmacy

Linda Nadal-Hermida, BSR Kmart Pharmacy

Leon Nelson, BSR Rite Aid Pharmacy

Pauline A. Newman, BSR The Johns Hopkins Hospital

Akwasi Nkansah, BSR Rite Aid Pharmacy

Joseph Nusbaum, BSP, Ambulatory Care Pharmacy

Administration and Faculty

Helen Osborn, BSP, Montgomery General Hospital

Joseph Pariser, BSP, Giant Pharmacy

Daniel S. Pastorek, BSP, Kay Gee Drugs

Ashish Patel, BSP Weis Pharmacy

David W. Patterson, BSP Health Guard

Robert Patti, PharmD, York Hospital

James Pellenbarg, BSP, Twin Knolls Pharmacy

Maureen A. Pelosi, BSP, Food and Drug Administration

Janice V. Perry, BSP, VA Medical Genter

Marsha R. Phillips, BSP Kent & Queen Anne's Hospital

Mark Pilachowski, BSP, Klein's Pharmac)'

Sanyi Pin, BSP, Bon Secours Hospital

Barry Poole, BSP, Food and Drug Administration

David Posner, BSP, Giant Pharmacy

Diane T. Raum, BSP, Safeway Pharmacy

Carol Ritchie, BSP, Thomas B. Finan Genter

David H. Rochlin, BSP, Giant Pharmacy

Jeffrey Rodkey, BSP, Rite Aid Pharmacy

Dennis Rosenbloom, PharmD, Rexall Pharmacy

Cyrus Samet, PharmD, Bon Secours Hospital

Brian Sanderoff, BSP River Hill Wellness Genter

Randolph Schaap, BSP, Rite Aid Pharmacy

Edward M. Schairer, BSP, Weis Pharmacy

Angelica Schneider, BSP, NeighborGare Pharmacies, Inc.

Joseph Schuman, BSP, Maryland Rehabilitation Genter Pharmacy

Rizwan A. Shah, MS, Weis Pharmacy

Kelly K. Shanahan, BSP, Kmart Pharmacy

Kelly Shaner, BSP, The Pharmacy at Fairmont Hill

Winette Sherard, BSP, Walter P. Garter Genter

Chong W. Shin, BSP, University of Maryland Medical System

Robert Sinker, BSP, Potomac Village Pharmacy

Deborah Smith, BSP, Kaiser Permanente

John Smith, BSP, Giant Pharmacy

Gary Sobotka, BSP GVS Pharmacy

Suzanne L. Spurr, PharmD, Wal-Mart Pharmacy

Leila V. Stecklein, PharmD, Kaiser Kensington Pharmacy

Carol Stevenson, BSP, Metro Pharmacy

Jerry Stewart, BSP, Memorial Hospital

Richard Stewart, BSP Wal-Mart Pharmacy

Gary Ross Stout, BSP, Safeway Pharmacy

Susan Sullivan, BSP, Target Pharmacy

Susan L. Summers, BSP, GVS Pharmacy

William Tabak, BSP Rite Aid Pharmacy

Richard Tarr, BSP, Giant Pharmacy

Lawrence Taylor, BSP, GVS Pharmacy

Karen Thompson, BSP, St. John's Pharmacy

School of Pharmacy

Vito Tinelli Jr., BSP, Chestertown Pharmacy

Dat T. Tran, BSP, CVS Pharmacy

Penelope Trikeriotis, BSP, Giant Pharmacy

Kathleen Truelove, BSP, The Johns Hopkins Hospital

Marshall Tsakaris, BSP, Giant Pharmacy

Todd Unruh, BSP Wal-Mart Pharmacy

Wayne VanWie, BSP, Safeway Pharmacy

David J. Vaxmonsky, BSP, NeighborCare Pharmacies, Inc.

Rebecca A. Viola, BSP Walter Reed Army Medical Center

Doris Voigt, BSP, Kimbrough Ambulatory Care Center

Ruth Ann Walker, BSP NeighborCare Pharmacies, Inc.

Terrill Washington, PharmD, VA Medical Center

Marc Weinberg, BSP, Americal Pharmaceutical Services

Michael Weinstein, BSP, The Apothecary

Stephen W Wickizer, PharmD, AHCPR

Stephen Wienner, BSP, Medical Arts Pharmacy

Dina Wolfe, BSP, Ensign Institutional Pharmacy

Jane Wuenstel, BSP, Washington Adventist Hospital

Martin Yankellow, BSP, Rite Aid Pharmacy

Irvin Yospa, BSP, Family Pharmacy of Hampstead

Deirdre Younger, BSP, Health Center Pharmacy

Jonas J. Yousem, BSP, NeighborCare Pharmacies, Inc.

Faramarz Zarfeshanfard, BSP, The Johns Hopkins Hospital

Clifford A. Zarow, MBA, University of Maryland Medical System

Robert Zepp, BSP, University of Maryland Medical System

Administration and Faculty

University of Maryland
Policy Statements

No provision of this publication shall be construed as a contract between any applicant
or student and the University of Maryland, Baltimore. The University reserves the right
to change any admission or advancement requirement at any time. The University fidr-
ther reserves the right to ask a student to withdraw at any time when it is considered to
be in the best interest of University. Admission and cunicidum requirements are subject
to change without prior notice.

ELIGIBILITY TO REGISTER

A student may register at the University when the following conditions are met:
(1) the student is accepted to the University, (2) the student has received approval
from the unit academic administrator and (3) the student has demonstrated aca-
demic and financial eligibility.

EQUAL OPPORTUNITY

The University of Maryland is actively committed to providing equal educational
and employment opportunity in all its programs. It is the University's goal to
equitably represent women and minorities among its faculty, staff, and administra-
tion, so that its work force reflects the diversity of Maryland's population.

All employment policies and activities of the University shall be consistent with
federal and state laws, regulations, and executive orders on nondiscrimination
based on race, color, religion, age, ancestry or national origin, gender, sexual orien-
tation, disability, marital status, and veteran status. The University forbids sexual
harassment as a form of sex discrimination among the University work force.

FACULTY, STUDENT AND INSTITUTIONAL RIGHTS AND
RESPONSIBILITIES FOR ACADEMIC INTEGRITY

Preamble

The academic enterprise is characterized by reasoned discussion between student
and teacher, a mutual respect for the learning and teaching process, and intellectual
honesty in the pursuit of new knowledge. By tradition, students and teachers have
certain rights and responsibilities which they bring to the academic community.
While the following statements do not imply a contract between the teacher or the
institution and the student, they are nevertheless conventions which should be
central to the learning and teaching process.

School of Pharmacy

Faculty Rights and Responsibilities

A. Faculty members shall share with students and administrators the
responsibility for academic integrity.

B. Faculty members shall enjoy freedom in the classroom to discuss subject
matter reasonably related to the course. In turn, they have the responsi-
bility to encourage free and honest inquiry and expression on the part of
students.

C. Faculty members, consistent with the principles of academic freedom,
have the responsibility to present courses that are consistent with their
descriptions in the catalog of the institution. In addition, faculty mem-
bers have the obligation to make students aware of the expectations in
the course, the evaluation procedures and the grading policy.

D. Faculty members are obligated to evaluate students fairly, equitably and
in a manner appropriate to the course and its objectives. Grades must be
assigned without prejudice or bias.

E. Faculty members shall make all reasonable efforts to prevent the occur-
rence of academic dishonesty through appropriate design and
administration of assignments and examinations, careful safeguarding of
course materials and examinations, and regular reassessment of evalua-
tion procedures.

F. When instances of academic dishonesty are suspected, faculty members
shall have the responsibility to see that appropriate action is taken in
accordance with institutional regulations.

Student Rights and Responsibilities

A. Students share with faculty members and administrators the responsibility
for academic integrity.

B. Students have the right of free and honest inquiry and expression in
their courses. In addition, students have the right to know the require-
ments of their courses and to know the manner in which they will be
evaluated and graded.

C. Students have the obligation to complete the requirements of their
courses in the time and manner prescribed and to submit to evaluation
of their work.

D. Students have the right to be evaluated fairly, equitably, and in a timely
manner appropriate to the course and its objectives.

E. Students shall not submit as their own work any work which has been
prepared by others. Outside assistance in the preparation of this work,
such as librarian assistance, tutorial assistance, typing assistance or such
special assistance as may be specified or approved by the appropriate fac-
ulty members, is allowed.

F. Students shall make all reasonable efforts to prevent the occurrence of
academic dishonesty. They shall by their own example encourage acade-
mic integrity and shall themselves refrain from acts of cheating and
plagiarism or other acts of academic dishonesty.

University of Maryland Policy Statements

G. When instances of academic dishonesty are suspected, students shall
have the right and responsibility to bring this to the attention of the fac-
ulty or other appropriate authority.

III. Institutional Responsibilities

A. Constituent institutions of the University System of Maryland shall take
appropriate measures to foster academic integrity in the classroom.

B. Each institution shall take steps to define acts of academic dishonesty,
to ensure procedures for due process for students accused or suspected
of acts of academic dishonesty, and to impose appropriate sanctions on
students found to be guilty of acts of academic dishonesty.

C. Students expelled or suspended for reasons of academic dishonesty by
any institution in the University System of Maryland shall not be
admissible to any other USM institution if expelled, or during any
period of suspension.

Approved November 30, 1989 by the Board of Regents.

SCHEDULING OF ACADEMIC ASSIGNMENTS
ON DATES OF RELIGIOUS OBSERVANCE

It is the policy of the University of Maryland to excuse the absence(s) of students
that result from the observance of religious holidays. Students shall be given the
opportunity, whenever feasible, to make up, within a reasonable time, any academic
assignments that are missed due to individual participation in religious observances.
Opportunities to make up missed academic assignments shall be timely and shall
not interfere with the regular academic assignments of the student. Each school/
academic unit shall adopt procedures to ensure implementation of this policy.

CONFIDENTIALITY AND DISCLOSURE
OF STUDENT RECORDS

It is the policy of the University of Maryland to adhere to the Family Educational
Rights and Privacy Act (Buckley Amendment). As such, it is the policy of the
University (1) to permit students to inspect their education records, (2) to limit
disclosure to others of personally identifiable information from education records
without students' prior written consent and (3) to provide students the opportu-
nity to seek correction of their education records where appropriate. Each school
shall develop policies to ensure that this policy is implemented.

REVIEW OF ALLEGED ARBITRARY AND
CAPRICIOUS GRADING

It is the policy of the University of Maryland that students be provided a mechanism
to review course grades that are alleged to be arbitrary or capricious. Each school/

64 School of Pharmacy

academic unit shall develop guidelines and procedures to provide a means for a stu-
dent to seek review of course grades. These guidelines and procedures shall be
published regularly in the appropriate media so that all faculty and students are
informed about this policy.

SERVICE TO THOSE WITH INFECTIOUS DISEASES

It is the policy of the University of Maryland to provide education and training to
students for the purpose of providing care and service to all persons. The institution
will employ appropriate precautions to protect providers in a manner meeting the
patients' or clients' requirements, yet protecting the interest of students and faculty
participating in the provision of such care or service.

No student will be permitted to refuse to provide care or service to any
assigned person in the absence of special circumstances placing the student at
increased risk for an infectious disease. Any student who refuses to treat or serve
an assigned person without prior consent of the School involved will be subject to
penalties under appropriate academic procedures, such penalties to include
suspension or dismissal.

UNIVERSITY OF MARYLAND POSITION ON ACTS OF
VIOLENCE AND EXTREMISM WHICH ARE RACIALLY,
ETHNICALLY, RELIGIOUSLY OR POLITICALLY MOTIVATED

The Board oi Regents strongly condemns criminal acts of destruction or violence
against the person or property of others. Individuals committing such acts at any
campus or facility of the University will be subject to swift campus judicial and
personnel action, including possible suspension, expulsion or termination, as well
as possible state criminal proceedings.

UNIVERSITY POLICY ON SEXUAL ASSAULT

I. Purpose and Applicability

The University System of Maryland and its constituent institutions adopt
this policy* on sexual assault, consistent with the requirements of (i) section
484 (f) of the Higher Education Act of 1965, as amended by section 486 (c)
(2) of the Higher Education Amendments of 1992, and (ii) section 1 1-701
of the Education Article of the Annotated Code of Maryland. This policy
applies to all students and employees, both faculty and nonfaculty members,
of the University System of Maryland or its constituent institutions.

II. Definitions

The following policy recognizes two levels of sexual assault:
• Sexual Assault I: By stranger or acquaintance, rape, forcible sodomy, or
forcible sexual penetration, however slight, of another person's anal or geni-

University of Maryland Policy Statements 65

tal opening with any object. These acts must be committed either by force,
threat, intimidation, or through the use of the victim's mental or physical
helplessness of which the accused was aware or should have been aware.
• Sexual Assault II: By stranger or acquaintance, the touch of an unwilling
person's intimate parts (defined as genitalia, groin, breast, or buttocks, or
clothing covering them) or forcing an unwilling person to touch another's
intimate parts. These acts must be committed either by force, threat, intimi-
dation, or through the use of the victim's mental or physical helplessness of
which the accused was aware or should have been aware.

III. Responsibilities of the Chief Executive Officer

Each chief executive officer oi a constituent institution shall have the follow-
ing responsibilities pursuant to this policy: (a) identification of the person
responsible for coordinating the constituent institution's educational pro-
gram to promote awareness of sexual assault, (b) identification of the person
who will serve as the initial contact after an alleged sexual assault has oc-
curred, and (c) adoption of procedures to be followed should a sexual assault
occur, including the importance of preserving evidence as may be necessary
to the proof of criminal sexual assault, and to whom the alleged offense
should be reported.

IV. Educational Programs to Promote Awareness of
Sexual Assault

Each institution in the University System of Maryland shall make available
to its students, faculty members, and employees programs to promote
awareness of what constitutes sexual assault, how to prevent it, and what the
institution's procedures are for handling reports of alleged sexual assault. In
addition to general educational programs for the campus community, each
institution shall provide specialized training on the topic of sexual assault
and the provisions of sexual assault procedures to those individuals who
might be involved in providing services to or interacting with alleged victims
so as to ensure timely, accurate, and sensitive assistance to all concerned. The
USM policy, together with the institution's procedures concerning sexual as-
sault, shall be distributed to all students, faculty members, and employees
and shall be posted in appropriate locations at the institution and published
in appropriate institution and USM publications.

V. Off-Campus Reporting of Sexual Assaults

When a report of sexual assault is made to the institution's initial contact,
that person will encourage the alleged victim to contact law enforcement or
medical personnel as soon as possible following the incident to receive guid-
ance in the preservation of evidence needed for proof of criminal assault and
the apprehension and prosecution of assailants. Campus authorities will as-
sist in notification of off-campus authorities at the request of the alleged vic-
tim. Additionally, campus personnel will retain the right to contact law en
forcement personnel directly where an issue of campus security is involved.

School of Pharmacy

Campus personnel will also assist the alleged victim in obtaining medical at-
tention, if the victim chooses, including providing transportation to the hos-
pital or other emergency medical facility. Each institution shall designate
one or more nearby hospitals which are equipped with the Maryland state
police sexual assault evidence collection kit.
(Approved by the University System of Maryland Board of Regents, Dec. 1, 1995.)

POLICY ON SEXUAL HARASSMENT

I. Policy

The University of Maryland prohibits sexual harassment of students by col-
leagues or faculty members. Sexual harassment is an infringement of an indi-
vidual's right to work and study in an environment free from unwanted sex-
ual attention and sexual pressure of any kind. It can result in a significant
human resource drain for the University and hinder the scholastic efforts of
students.

11. Definition of Sexual Harassment

The University has adopted the definition of sexual harassment used by the
U.S. Equal Employment Opportunity Commission. Unwelcome sexual ad-
vances, unwelcome requests for sexual favors, and other behavior of a sexual
nature constitute sexual harassment when:

• submission to such conduct is made either explicitly or implicitly a term
or condition of an individual's employment by the University or an indi-
vidual's participation in a University educational program,

• submission to or rejection of such conduct by an individual is used as the
basis for academic or employment decisions affecting that individual, or

• such conduct has the purpose or effect of unreasonably interfering with
an individual's academic or work performance, or of creating an intimi-
dating, hostile, or offensive educational or working environment.

ill. Examples of Sexual Harassment

Sexual harassment can include any or all of the following behaviors, as well
as others which are not listed:

• harassment through public or private insult, sexually-suggestive com-
ments concerning a person's body or behavior and sexual demands

• subtle or overt pressure to comply with demands of sexual activity

• remarks about another person's clothing, body, sexual activities, sexual
preferences, or sexual orientation, as well as teasing, jokes, remarks, or
gestures that are sexual in nature

• unnecessary touching, pinching, patting, or exposure of another person's
body

• unwarranted staring at another person's body

• unwanted communications of a sexual nature in writing, by telephone,
or by other means

University of Maryland Policy Statements

requests or demands for sexual favors accompanied by implied or overt
threats about job, grades, clinical assignments, class academic assign-
ments, recommendations, and so on
repetition of unwanted invitations for dates

physical assault of a sexual nature, up to and including attempted or ac-
tual rape

Students' Remedies

Sexual harassment of students by students or faculty or staff members
will not be tolerated. Proven harassment will result in disciplinar)' action,
possibly including suspension, expulsion, or dismissal.
Student questions about peer or faculty behavior that may constitute sex-
ual harassment and student questions about disciplinary policies should
be directed to the assistant vice president for Student Affairs at 410-706-
8323, to the campus manager of affirmative action at 410-706-7302, or
to the student affairs dean of the school involved.

A complaint of sexual harassment may be made initially to a school's
dean, the appropriate disciplinary body of the school, or the assistant
vice president for Student Affairs. The assistant vice president for Stu-
dent Affairs should be notified of any complaint filed with another of-
fice. Investigation of complaints will be made through appropriate
school judicial bodies whenever feasible. If a complaint involves people
from more than one school, the assistant vice president for Student Af-
fairs will work with the deans of the schools involved to develop an ap-
propriate investigational process.

Timely reporting of allegations of sexual harassment is crucial. It permits
effective University intervention to protect students and educate and dis-
cipline offenders. Incidents of sexual harassment should be documented
promptly and reported as soon as practical. Reporting within the time
limits set in a school's judicial policy is strongly encouraged. Reporting
an incident of harassment more than 30 days after it occurs can hinder
the ability of the University to investigate the matter. Nevertheless, the
University will investigate any complaint filed within a reasonable time.
Institutional investigations of sexual harassment charges often require
the complainant's identity to be known by the accused. However, com-
plainants should be aware that the University will not tolerate or con-
done any form of retaliation against a student complainant whose sexual
harassment claim is made in good faith.

The Counseling Center can be usefiil in helping students cope with the
stress resulting from sexual harassment or participating in campus pro-
ceedings to investigate sexual harassment charges. Call 410-328-8404 for
more information about the campus counseling service.
Through the assistant vice president for Student Affairs, the student af-
fairs dean of each school, or the managers of affirmative action, sexual
harassment educational programs for students can be arranged.

School of Pharmacy

STUDENT RESIDENCY CLASSIFICATION FOR ADMISSION,
TUITION, AND CHARGE-DIFFERENTIAL PURPOSES

I. Policy

It is the policy of the University System of Maryland Board of Regents to
recognize the categories of in-state and out-of-state students for purposes of
admission, tuition, and charge differentials at those constituent institutions
where such differentiation has been established. The student is responsible
for providing the information necessary to establish eligibility for in-state
resident status.

Students who are financially independent or financially dependent, as de-
fined herein, shall have their residency classification determined on the basis
of permanent residency which for purposes of this policy shall be deter-
mined by the criteria set forth in LA. through E. below. A student will be as-
signed in-state status for admission, tuition, and charge-differential purposes
only if the student, or in the case of a financially-dependent student, the stu-
dent's parent, guardian, or spouse, fulfills all of the following.

A. For at least 12 consecutive months immediately prior to and including
the last date available to register for courses in the semester or session for
which the petition applies, the student, or if the student is financially de-
pendent, the parent, guardian, or spouse must:

• own and continuously occupy or rent and continuously occupy living
quarters in Maryland. There must exist a genuine deed or lease in the in-
dividual's name reflecting payments or rents and terms typical of those in
the community at the time executed. People not having such a lease may
submit an affidavit reflecting payments or rents and terms as well as the
name and address of the person to whom payments are made which may
be considered as meeting this condition. As an alternative to ownership
or rental of living quarters in Maryland, a student may share living quar-
ters in Maryland which are owned or rented and occupied by a parent,
legal guardian, or spouse;

• maintain within Maryland substantially all personal property;

• pay Maryland income taxes on all earned taxable income, including all
taxable income earned outside the state;

• receive no public assistance from a state other than Maryland or from a
city, county, or municipal agency other than one in Maryland; and

• have a legal ability under federal and Maryland law to reside perma-
nently in Maryland without interruption.

B. For at least 1 1 consecutive months immediately prior to and including
the last date available to register for courses in the semester for which the
application applies, the student, or if the student is financially depen-
dent, the parent, guardian, or spouse must:

• register all owned motor vehicles in Maryland, and

• obtain a valid driver's license issued by the state of Maryland, if licensed
to drive in any other jurisdiction.

University of Maryland Policy Statements

C. Within the 12 consecutive months immediately prior to and including
the last date available to register for courses in the semester or session for
which the application applies, the student, or if the student is financially
dependent, the parent, guardian, or spouse must register to vote in
Maryland, if registered in any other jurisdiction.

D. A financially independent student classified as in-state loses that status at
such time as the student no longer meets one or more of the criteria set
forth in I.A. through C above. A financially-dependent student classified as
in-state loses that status at such time as the parent, guardian, or spouse on
whom the status was based no longer meets one or more of those criteria.

E. In addition, people in the following categories shall be accorded the ben-
efits of in-state status for the period in which any of the following condi-
tions apply:

• a ftiU- or part-time (at least 50 percent) regular employee of the Univer-
sity System of Maryland

• the spouse or dependent child of a full- or part-time (at least 50 percent)
regular employee of the University System of Maryland

• a full-time active member of the Armed Forces of the United States
whose home of residence is Maryland or one who resides or is stationed
in Maryland, or the spouse, or a financially-dependent child of such a
person

• for University of Maryland University College, a full-time active member
of the Armed Forces of the United States on active duty, or the spouse of
a member of the Armed Forces of the United States on active duty

• a graduate assistant appointed through the University System of Mary-
land for the semester or session of the appointment. Except through
prior arrangement, status is applicable only for enrollment at the institu-
tion awarding the assistantship

F. Students not entided to in-state status under the preceding paragraphs
shall be assigned out-of-state status for admission, tuition, and charge-
differential purposes.

II. Procedures

A. An initial determination of in-state status will be made by the University
at the time a student's application for admission is under consideration.
The determination made at that time, and any determination made
thereafter, shall prevail for each semester or session until the determina-
tion is successfully challenged in a timely manner.

B. A change in residency status must be requested by submitting a Univer-
sity System of Maryland "Petition for Change in Residency Classifica-
tion for Admission, Tuition and Charge Differential." A student apply-
ing for a change to in-state status must furnish all required
documentation with the petition by the last published date to register for
the forthcoming semester or session for which a residency classification is
sought.

C. The student shall notify the institution in writing within 15 days of any
change of circumstances which may alter in-state status.

rO School of Pharmacy

I

D. In the event incomplete, false, or misleading information is presented,
the institution may, at its discretion, revoke in-state status and take other
disciplinary actions provided for by the institution's policy. If in-state sta-
tus is gained due to false or misleading information, the University re-
serves the right to retroactively assess all out-of-state charges for each se-
mester or session affected.

E. Each institution of the University System of Maryland shall develop and
publish additional procedures to implement this policy. Procedures shall
provide that on request the president or designee has the authority to
waive any residency criterion as set forth in section I, if it is determined
that application of the criterion creates an unjust result. These proce-
dures shall be filed with the Office of the Chancellor.

III. Definitions

A. Financially Dependent: For purposes of this policy, a financially-depen-
dent student is one who is claimed as a dependent for tax purposes, or
who receives more than one-half of his or her support from a parent, le-
gal guardian, or spouse during the 12-month period immediately prior
to the last published date for registration for the semester or session. If a
student receives more than one-half of his or her support in the aggregate
from a parent, legal guardian, or spouse, the student shall be considered
financially dependent on the person providing the greater amount of
support. The dependent relationship must have formally existed by
legally-contracted marriage or court order recognized under the laws of
the state of Maryland for at least 12 consecutive months immediately
prior to and including the last date available to register for courses in the
semester or session for which the petition applies.

B. Financially Independent: A financially-independent student is one who
(a) declares himself or herself to be financially independent as defined
herein, (b) does not appear as a dependent on the federal or state income
tax return of any other person, (c) receives less than one-half of his or her
support from any other person or people, and (d) demonstrates that he
or she provides through self-generated support one-half or more of his or
her total expenses.

C. Parent: A parent may be a natural parent, or if established by a court order
recognized under the laws of the state of Maryland, an adoptive parent.

D. Guardian: A guardian is a person so appointed by a court order recog-
nized under the laws of the state of Maryland.

E. Spouse: A spouse is a partner in a legally-contracted marriage as recog-
nized under the laws of the state of Maryland.

F. Self-generated: Describes income which is derived solely from compen-
sation for an individual's own efforts as evidenced, for example, by fed-
eral or state W-2 forms or IRS Form 1099, in which interest income is
based upon finances created from one's own efforts. For the purposes of
this policy, grants, stipends, awards, benefits, loans, and gifts (including
federal and state aid, grants, and loans) may not be used as self-generated

University of Maryland Policy Statements

G. Regular Employee: A regular employee is a person employed by the Uni-
versity System of Maryland who is assigned to a state budget line. Exam-
ples of categories not considered regular employees are graduate assis-
tants, contingent employees, if-and-when-needed, and temporaries.
Approved by the University System of Maryland Board of Regents, Aug. 28, 1990;
amended July 10, 1998.)

SMOKING

Consistent with state law, state regulation, the executive order of the governor of
the state of Maryland, and in accordance with recommendations of numerous
governmental and scholarly organizations, the University of Maryland relies upon
prevention of adverse health effects in its smoking policy. According to this pol-
icy, nonsmoking employees and students are discouraged to start smoking and
smokers are encouraged to give up smoking. Furthermore, smoking is prohibited
in University buildings.

Elements of the campus smoking policy are as follows:

A. The smoking of tobacco products is not permitted in any campus build-
ing, facility, state vehicle, or shuttle bus. This applies to all faculty and
staff members, students, contractors, visitors, and so on.

B. Tobacco products will not be available for purchase on campus.

C. There shall be no smoking in meetings, conferences, or training sessions
hosted by the University on- or off-campus. In order to accommodate
smokers as well as nonsmokers, breaks may be requested in meetings last-
ing longer than one hour.

D. All employees are expected to bring to the attention of contractors and
visitors the smoking prohibition policy of the University. Politeness and
common sense as well as the law should guide employees and students in
the enforcement of this section.

E. Potential conflicts resulting from this policy and its implementation are
to be resolved by the normal channels of the University of Maryland, in-
cluding the Office of Human Resource Services in conjunction with En-
vironmental Health and Safety.

F. The University Health and Safety Committee serves as the campus
smoking policy implementation committee and is responsible for devel-
oping policies and lor guiding EHS and other University offices in the
implementation of the smoking policies and appropriate educational ac-
tivities.

G. Anyone found in violation ol this policy should be advised to cease
smoking immediately, and, if noncompliant, shall be subject to the state
law. In addition, an employee or student found to be in noncompliance
shall be subject to administrative and disciplinary action.

(Approved by the President, ejfective September 1986; revised January 1999.)

School of Pharmacy

STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT

The Student Right-to-Know and Campus Security Act (Public Law 101 542),
signed into federal law Nov. 8, 1990, requires that the University of Maryland
make readily available to its students and prospective students the information
listed below. Should you wish to obtain any of the following information, send
your name, address, school, and program, and a listing of the items of interest to:

Office of Student Services

Attention: Student Right-to-Know Request

University of Maryland

621 W. Lombard St., Room 302

Baltimore, MD 21201

• Financial Aid

• Costs of Attending the University of Maryland

• Refund Policy

• Facilities and Services for Students with Disabilities

• Procedures for Review of School and Campus Accreditation

• Completion and Graduation Rates for Undergraduate Students

• Loan Deferral Under the Peace Corps and Domestic Volunteer Services Act

• Campus Safety and Security

• Campus Crime Statistics

• Student Sexual Orientation Nondiscrimination

I. Background

Effective July 1 1, 1997, the University System of Maryland Board of Re-
gents specifically prohibited discrimination against students on the basis of
sexual orientation in academic admissions, financial aid, educational ser-
vices, housing, student programs and activities, and recruitment. The board
reserved the right to enforce or comply with any federal or state law, regula-
tion or guideline, including conditions for the receipt of federal funding.
This University reiterates its commitment to the most fundamental princi-
ples of academic freedom, equality of opportunity, and human dignity by re-
quiring that treatment of its students and applicants for admission be based
on individual abilities and qualifications and be free from invidious discrim-
ination.

II. Related Employment Policy

University students who are also University employees should be aware of
the "Employee Sexual Orientation Nondiscrimination Policy and Proce-
dures."

III. Definition

Sexual orientation is the identification, perception, or status of an individual
as to homosexuality, heterosexuality, or bisexuality.

University of Maryland Policy Statements

IV. Policy

Consistent with USM s policy, it is this University's poHcy that:

• within the University, the educational environment will be free of dis-
crimination on the basis of sexual orientation, and

• University students are prohibited from discriminating on the basis of
sexual orientation against fellow students, University personnel, and
other people with whom the students interact during the course of their
educational experiences both on- and off-campus. Students may be disci-
plined for violation of this policy.

V. Procedures

A student's questions about peer or staff or faculty member behavior that
may constitute discrimination based on sexual orientation and a student's
questions about disciplinary policies should be directed to the assistant vice
president for Student Affairs at 410-706-8323, to the campus director of Em-
ployee Relations and Diversity Initiatives at 410-706-7302, or to the student
affairs dean of the student's school. A complaint of discrimination based on
sexual orientation may be made initially to the dean of the complaining stu-
dent's school, to the appropriate student or school judicial board of the com-
plaining student's school, or to the assistant vice president. The assistant vice
president should be notified of any complaint filed with another office. Inves-
tigation of complaints will be made through appropriate school judicial bod-
ies whenever feasible. If a complaint involves people from more than one
school, the assistant vice president will work with the deans of the schools in-
volved to develop an appropriate investigational process. To determine
whether alleged conduct constitutes discrimination on the basis of sexual ori-
entation, the Universit)' will look at the record as a whole and at the totality
of the circumstances. The determination of whether a particular action is dis-
crimination will be made from all the facts, on a case- by-case basis.
Timely reporting of allegations of discrimination based on sexual orientation
is crucial. It permits effective University intervention to protect students and
educate and discipline offenders. Incidents of discrimination should be doc-
umented promptly and reported as soon as practical. Reporting within the
time limits set in a school's judicial policy is strongly encouraged. Reporting
an incident of discrimination more than 30 days after it occurs can hinder
the ability of the school and institution to investigate the matter. Neverthe-
less, the school and institution will investigate any complaint filed within a
reasonable time.

Institutional investigations of discrimination based on sexual orientation
charges often require the complainant's identity to be known by the accused.
However, complainants should be aware that the University will not tolerate
or condone any form of retaliation against a student complainant whose dis-
crimination claim is made in good fiiith. Deliberate filing of false accusations
may be the basis for independent disciplinary action against the accuser.

School of Pharmacy

VI. Complaints involving Affiliates' Employees

Many University students will be supervised by employees of the University's
affiliates and teaching sites during their educational experiences. If a student
experiences discrimination on the basis of sexual orientation in such a set-
ting, the University will attempt to resolve the issue and will attempt to reas-
sign the student if a resolution is not feasible.

VII. Counseling

The Counseling Center offers assistance in coping with the stress resulting
from discrimination based on sexual orientation or participation in campus
proceedings to investigate such discrimination charges. Call 410-328-8404
for more information about campus counseling services.

Viii.Educational Programs

Programs for students about discrimination based on sexual orientation can
be arranged through the assistant vice president for Student Affairs, the stu-
dent affairs dean of each school, or the director of Employee Relations and
Diversity Initiatives.
(Approved by the President, October 1997.)

Dr. Magaly Rodriquez deBittner iihtnuti MfLiinc Riidiic about proper patient asiearnent skills.

University of Maryland Policy Statements 75

Course Descriptions

FIRST-YEAR COURSE DESCRIPTIONS

PHAR 5! I— Biochemistry I (2), Fall Semester (Aldrich)
PHAR 521 — Biochemistry II (3), Spring Semester (DiGate)
A course of study which builds on the principles of cell biology and genetics with
a systematic consideration of the chemical components and requirements of
living systems from the molecular to the cellular level. These fundamentals
of biochemical structure, function and energetics provide a platform for compre-
hension of pharmaceutical biotechnology, and for understanding determinants of
disease, the pathobiochemistry of organ systems, mechanisms of drug action and
adverse reactions and novel drug delivery systems.

PHAR 512— Cell Biology (2), Fall Semester (DiGate)
Introductory appreciation of the cell, the fundamental imit of the body. The
integration of cell structure and molecular functions is developed with discus-
sions of topics such as the history of modern biology; the basic principles of
cellular cytoarchitecture and organization; membrane functions; biochemical
structure, functions and energy conversion; cell-to-cell signaling; the flow of
genetic information from DNA to RNA to proteins; cell division; human and
Mendelian genetics; and human diversity.

PHAR 5 1 3— Drug Chemistry (2), Fall Semester (Wright)
A study of the principles of organic chemistry that comprise basic elements of
pharmaceutical science. The emphasis is on the relationship between molecular
structure and chemical, physical and biophysical properties of systems that ari.se
from molecular interactions. The course provides a platform for comprehension
of pharmaceutical concerns such as the stability of drugs and drug products, the
conformation of bioactive proteins, the basis for drug-receptor interactions, the
structure of biological membranes, and major drug classes.

PHAR 514 — Human Biology I (3), Fall Semester (Buterbaugh)
PHAR 524 — Human Biology II (3), Spring Semester (Buterbaugh)
PHAR 534 — Human Biology III (3), Fall Semester Second Year

(Buterbaugh)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
of complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The anatomy,
histology and physiology of the human body is organized by organ systems to
include the integumentary, skeletal, muscular, nervous, endocrine, cardiovascular,
lymphatic, respiratory, digestive, urinary and reproductive systems.

School of Pharmacy

I

PHAR 515 — Personal Management (I), Fall Semester (Cobuzzi)
An introduction to the basic elements of social and administrative science under-
lying the practice of pharmacy. The student is introduced to state and federal
laws including those related to negligence, standards of practice and dispensing.
Organizational theories of management and leadership styles are contrasted.

PHAR 516 — Pharmacy Practice and Education (3), Fall Semester

(Curtis/Anderson)

This prefatory course introduces the new Doaor of Pharmacy student to the science
and profession of pharmacy. The evolution and implications of pharmaceutical care
and the philosophical basis for the pharmacy curriculum are discussed. Students are
introduced to skills necessary for success during the four-year curriculum through
the opportunity to critically evaluate problems, discuss ethical dilemmas, develop
and apply computer and literature-retrieval skills, and practice verbal and written
communication skills. The importance of independent and cooperative learning
activities is emphasized.

PHAR 5 1 7 — Study Design and Analysis (2), Fall Semester (Zito)
Students are introduced to the pivotal role of study design and statistical analysis
considerations in the design and evaluation of basic, clinical, epidemiological and
social science research. The course focuses on the proper design of studies with
emphasis on threats to internal validity and generalizability. A variety of descriptive
and inferential statistical procedures and methods are surveyed with emphasis on
the interpretation of the results of research.

PHAR 522 — Context of Health Care (3), Spring Semester (Palumbo)
Students actively develop a contemporary definition of health-care and critically
examine the health-care system with special emphasis on relevant legislation,
traditional and nontraditional providers of health-care, the organization and
financing of health-care delivery, and the dynamics of pharmaceutical care within
the system. The social, legal and professional implications of informatics
and computer proliferation in our society is discussed with special emphasis on
pharmacy practice.

PHAR 523 — Ethics In Pharmacy Practice (I), Spring Semester (Love)
Introduction to the principles of ethical thinking. The philosophy of ethics and role
of formal codes of professional conduct are discussed in the context of resolving
conflicting ethical principals.

PHAR 525 — Immunology (2), Spring Semester (Hayashi)
The natural and acquired protective mechanisms of the immune system are dis-
cussed with topics ranging from the structure, function and specificity of
antibodies; B-lymphocyte and T-lymphocyte functions; initiation and control of
immune responses; histocompatibility; and immune-mediated disease. The
course is designed to provide the student with sufficient knowledge of humoral
and cellular immunity to understand the role of the immune system in disease,

Course Descriptions

the production and use of vaccines and related biologicals, and the rapidly grow-
ing areas of transfusion, transplant and tumor immunology.

PHAR 526— Physical Chemistry (2), Spring Semester (Guiles)
A study of selected principles of physical chemistry that comprise basic elements
of pharmaceutical science. The emphasis is placed on the relationship between
molecular structure and the physical and biophysical properties of systems that
arise from molecular interactions. The goal of the course is to apply the principles
of physical chemistry to the practice of pharmacy.

PHPC 527 — Introduction to Professional Practice (I), Fall/Spring
Semesters (Rumrill) (Register Spring Semester, First Year)
Students observe the practice of pharmacy in community, institutional, and specialt)'
practice environments. Students analyze the types of services provided in each setting
and the personnel involved in the delivery of those services. Students learn the basic
elements of pharmaceutical care, including obtaining patient histories and prescrip-
tion dispensing. An important goal of this course is for students to identify and assess
career options in pharmacy practice. These activities are closely linked to PHAR
5 1 6-Pharmacy Practice ajid Education and to a career pathway workshop.

SECOND-YEAR COURSE DESCRIPTIONS

PHPC 532 — Longitudinal Pharmaceutical Care 1(1), Fall/Spring
Semesters (Rodriguez deBittner) (Register Spring Semester, Second Year)
Students observe the delivery of pharmaceutical care to patients over time. Partic-
ular attention is paid to assessing the changing needs of patients as health transi-
tions occur. Under the supervision of an experienced pharmacy practitioner,
students have regularly scheduled encounters with patients. Students learn how
to effectively collect information from a variety of sources, including the patient,
and prepare periodic health status reports. As students obtain knowledge and
skills in didactic courses (pharmaceutics, pharmacology, human biology), they
learn to explicidy apply such knowledge and skills to their patients.

PHAR 530 — Microbiology/Antibiotics i (3), Fall Semester

(Wang/Plaisance)

A study of the major classes of pathogenic bacteria, bacterial infectious diseases and
antibacterial agents. This course surveys pertinent features of bacterial structure and
virulence factors, host response and disease manifestations and antibacterial
drug design, mechanisms, pharmacokinetics and toxicity profile. This course will
provide the framework for consideration of the therapeutic principles involved in
treating bacterial disea.ses.

School of Pharmacy

I

PHAR 53 1 — Pharmaceutical Chemistry (2), Fall Semester (MacKerell)
A presentation of the basic chemical principles underlying the activity, absorption,
metabolism, excretion, physico-chemical properties and design of drug molecules,
culminating in a discussion of drug classes.

PHAR 535 — Pharmaceutics (3), Spring Semester (Augsburger)
The application of fundamental principles and basic science knowledge to the
multidimensional problems of the formulation, development, testing, production,
distribution and administration of safe, effective, stable and reliable drug delivery
systems. These systems, ranging in sophistication from tablets and capsules to
biodegradable implants, are discussed using a problem-based approach that
focuses on the critical determinants for traditional and less-traditional routes of
drug administration.

PHAR 536 — Pharmacology I (2), Fall Semester (Moreton)

PHAR 546 — Pharmacology II (3), Spring Semester (Moreton)

A systematic consideration of the molecular, cellular and organismic mechanisms

of drug action, organized by major drug classes. This course of study provides

knowledge of the mechanisms of drug action underlying their use in the treatment

of specific and general disease processes.

PHAR 537 — Principles of Drug Action (2), Fall Semester (Moreton)
A study of the chemical and biological concepts which apply to the characteriza-
tion, evaluation and comparison of all drugs. Topics such as dose-response and
receptor theory, receptor transduction mechanisms, pharmacologic selectivity,
pharmacogenetic drug tolerance and dependence, drug allergy, drug resistance
and chemical mutagenesis, carcinogenesis and teratogenesis are discussed at the
molecular and cellular level. The physical, biological and chemical principles
underlying drug absorption, distribution, biotransformation and excretion are
discussed from the molecular to the organ level.

PHAR 540 — Microbiology/Antibiotics II (I), Spring Semester

(Wang/Plaisance)

A study of the major classes of pathogenic fiangi and viruses, the diseases that they
cause and antifiangal and antiviral agents. This course surveys pertinent features of
fungal and viral structure, virulence factors, life-cycle, disease manifestations and
antifungal/antiviral drug design, mechanisms, pharmacokinetics and toxicity
profile. This course will provide the framework for consideration of the therapeutic
principles involved in treating fungal and viral diseases.

PHAR 541 — Biopharmaceutics and Pharmacokinetics (3),

Fall Semester (Eddington)

In this course, the student learns how the processes of drug absorption, distribution,

metabolism and excretion are coupled with dosage and the important parameters of

clearance, volume of distribution and bioavailability, to determine the concentration

oi a drug at its sites of action in the body. The quantitative relationship between dose

Course Descriptions

and effect is developed as a framework with which to interpret measurements of
drug concentrations in biological fluids.

PHAR 542 — Clinical Chemistry (I), Spring Semester

(Serrero/Michocki)

Principles ot analytical chemistrv', clinical chemistry, enzyme assays, electrophoresis,
radioactivity, magnetic resonance, biotechnology-based diagnostics and biosensors,
and immunoassay are examined. Emphasis is on the application of these methods
to the determination of drug concentrations in chemical and biological systems,
and health promotion and assessment. Students also have opportunities to examine
patient data and use commercially available diagnostic kits.

PHAR 544 — Medicinal Chemistry (3), Fall/Spring Semesters

(Wright) (Register Spring Semester)

A comprehensive study of the chemistry of drug products. The course outline
will follow the pharmacological classification of drug molecules, and will include
discussion of chemical properties (physical and organic), stability, solubility,
mechanisms of action where appropriate, and structure-activity relationships.
Where possible, quantitative computer designed studies of drug development will
be mentioned.

PHAR 545 — Practice Management (3), Spring Semester (Abramson)
Management principles are provided to construct a practical framework for the
operational management of a business of pharmacy. Elements addressed in this
course include: controllable and uncontrollable variables in a free market economy,
work flow analysis, accounting, budget development, purchasing, inventory
control, quality assurance and third party reimbursement issues. The course also
examines the current practical developments related to human resources manage-
ment through integrating information on organization behavior, psychology,
economics and law.

THIRD-YEAR COURSE DESCRIPTIONS

PHAR 552 — Principles of Human Nutrition (I), Fall Semester

(Bergquist)

This required course builds on materials in earlier coursework including Funda-
mentals, Basic Science and Pharmaceutical Science. The course focuses on the
preparation of pharmacists to deliver pharmaceutical care services related to
patients' nutritional needs. The course prepares the student to understand princi-
ples of nutrition in relation to contemporary public health issues and to treatment
of diseases and physiologic processes. The materials taught in this course are
applied and further developed in subsequent modules in the Integrated Science
and Iherapeutics course sequence and in Longitudinal Pharmaceutical Care II.

School of Pharmacy

PHAR 553 — Population Based Medical Information Analysis (2),
Fall Semester (Mays)

This course is designed to enhance a student's skills in the areas of information
collection, retrieval, analysis, and interpretation. A variety of topics surrounding
the aspects of drug information practice will be presented including the role of
informational services in health-care. Students will enhance both their written
and verbal communication skills as they not only are asked to retrieve pertinent
clinical information, but also then to interpret, document and integrate this
information into the development of clinical practice guidelines and subseqtient
outcome measures.

PHAR 554, 555 — Integrated Science and Therapeutics (4, 4),
Fall Semester (Hassan/Edwards)

PHAR 564, 565 — Integrated Science and Therapeutics (4, 4),
Spring Semester (Buterbaugh/Klein-Schwartz)

Basic and clinical science faculty interact with students during a variety of didac-
tic and laboratory experiences as students learn to design, implement and
monitor pharmaceutical care plans for specific patients with specific diseases.
Methods for the choice of drug product, definition of the specific goals of ther-
apy, including the means to assess whether these goals are being achieved, and
active intervention steps at the patient, prescriber, health-care system and popula-
tion levels to ensure successful outcomes of drug therapy are developed. The
courses are organized according to the major physiological systems of the human
body, and the disease states commonly associated with them and encountered
and observed by the pharmacy practitioner in a variety of community and insti-
tutional practice settings. A goal of these courses is to prepare students to better
integrate new scientific knowledge into the successful pharmaceutical care of
patients with the goal of reducing the health-care costs to patients and society.
The knowledge and behaviors acquired during these courses prepare the student
tor the community and institutional pharmaceutical care rotations of the experi-
ential learning program of the curriculum.

PHPC 562 — Longitudinal Pharmaceutical Care II (I), Fall/Spring
Semesters (Rodriguez deBittner) (Register Spring Semester, Third Year)
This course is a continuation of PHAR 532-Longitudinal Pharmaceutical Care I.
Students have periodic encounters with previously assigned patients. Students
learn to assess drug therapy problems and develop pharmaceutical care plans.
Particular attention is given to the needs of patients during health transitions.
These experiential activities are closely linked throughout the third year to the
didactic activities in the Integrated Science and Therapeutics series of courses.

Course Descriptions

FOURTH-YEAR COURSE DESCRIPTIONS

PHPC 570 — Community Distributive Services (3)
PHPC 57! — Institutional Distributive Services (3)

(Register Fall Semester, Fourth Year)

These required professional practice experiences may be taken any time after
successful completion of the second year. They may be completed the summer
after the second year, the winter session of the third year, or the summer after the
third year. Each rotation is a four-week, ftill-time, structured program of intensive
skills development related to the distributive aspects of community and institu-
tional pharmacy. Students will learn how to competently and efficiently perform
the technical functions of drug dispensing. Students learn to the use of technology
as a tool in drug distribution. The roles of support personnel and methods of
supervision are explored. Mechanisms for assuring the quality and accuracy of the
drug distribution process are emphasized.

PHPC 572— Pharmaceutical Care I (3)
PHPC 573— Pharmaceutical Care II (3)
PHPC 574— Pharmaceutical Care III (3)
PHPC 575— Pharmaceutical Care IV (3)

Prerequisites: PHPC 571 -Institutional Distributive Services and successful
completion of the Integrated Science and Therapeutics course series. This series of
required professional practice experiences is designed to provide the student with
extensive experience in pharmaceutical care delivery in a variety of direct patient
care settings. Students gain skill through daily one-on-one interactions with
patients, caregivers, physicians, nurses and other health-care professionals. Each of
the four required rotations runs for four week on a ftiU-time. At least one rotation
must be completed in an acute-care hospital setting and one in a community
setting. Although each site will differ in terms of the patient population, disease
acuity, scope of practice, resources and availability of patient-specific data, students
will take responsibility for drug therapy outcomes. Students will learn to: 1 ) collect
and record patient-specific data, 2) identify, list and assess drug-related problems.
3) develop and record pharmaceutical care plans, 4) educate patients and health-
care professionals regarding the appropriate use of drugs, and 5) measure and
document patient outcomes. These activities are closely linked to PHPC 576 —
Ambulatory Clinic and concurrent with PHPC 577 — -Informational Services.

PHPC 576 — Ambulatory Clinic (I) (Register Spring Semester, Fourth Year)
Prerequisites: PHPC 571 — Institutional Distributive Services and successful
completion of the Integrated Science and Therapeutics course series. This series of
required experiences is normally taken concurrently with the Pharmaceutical Care
rotations (PHPC 572, 573, 574, and 575). A total of 16 half-day experiences is
required, for a total of 64 hours. Following the pharmaceutical care model, students
will conduct patient interviews, perform appropriate pharmacotherapy-oriented

School of Pharmacy

physical assessments, order appropriate laboratory tests, initiate and/or change drug
therapy regimens and conduct patient follow-up.

PHPC 577 — Informational Services (2) (Register Spring Semester,
Fourth Year)

Prerequisite: Successful completion of PHAR 553-Population Based Medical
Information Analysis. This course must be taken concurrently with the Pharma-
ceutical Care rotations (PHPC 572, 573, 574, and 575). During the course of
daily activities on Pharmaceutical Care and Ambulatory Clinic rotations, students
learn how to receive drug information questions in a comprehensive manner,
conduct timely and thorough literature searches, evaluate sources of information
and provide appropriate responses. Students are also expected to subscribe to an
affordable abstracting service and develop a personal information library.

PHAR 580 — Pharmacy Law (2), Spring Semester (Palumbo)
An examination ol the legal and regulatory issues pertaining to drugs and devices
and the practice of pharmacy. Students learn the various laws and regulations
which would govern their usual daily activities in a variety of practice sites.

PHAR 581 — Senior Colloquium (I), Spring Semester (Curtis/DiCate)
Students deliver oral presentations to share some aspect of their educational expe-
rience, practice aspirations or career goals with their student peers and the faculty.
Ihis forum fosters a critical examination of each student's formal education in
the context of the practice of pharmaceutical care.

DIDACTIC ELECTIVE COURSES

The elective didactic (PHMY) courses currendy offered by the School of Pharmacy
are described below. In general, higher course numbers indicate courses with impor-
tant prerequisite requirements, and are designed for later years of the curriculum.
Prerequisites for most electives include consent of the instructor and the student's
advisor. Some electives are offered in either the fall or spring semesters and some are
offered both semesters. Refer to the class schedule when making course selections.

PHMY 510 — Advanced Educational Opportunities (I) (Chikhale)
This elective program provides students interested in graduate school or research
careers with knowledge and information about various advanced educational
opportunities in the curriculum. Aspects of careers which require advanced study
are described by professionals in those career areas, and by students currently
enrolled in them. The course offers diverse perspectives on goals, training, func-
tions, settings and opportunities in research in pharmaceutical sciences and
pharmacy practice.

Course Descriptions

PHMY 51 I — Diabetes Disease State Management ( I ) (McPherson)
Prerequisites: Fourth year status. This course will review the pathophysiologic
changes associated with diabetes mellitus (Types I and II, impaired glucose toler-
ance and gestational diabetes), nonpharmacologic management (nutrition and
exercise), pharmacologic management, complications of diabetes mellitus, princi-
ples of education (children, adolescents, adults and geriatrics), continuous care
(skin and foot care, OTC product selection), blood and urine monitoring, special
population considerations (children, adolescents, geriatrics, visually impaired
patients), psychosocial aspects of diabetes (dealing with diagnosis, developing
support strategies, and adherence to regimens), and how to set up a diabetes-
focused practice.

PHMY 518 — Drug Abuse Education (I to 3 credits) (Tommasello)
Practice and training in the dissemination of drug information, especially drug
abuse information to the public, are linked to the activities of the Student
Committee on Drug Abuse Education (SCODAE). Students complete a 10-hour
training session, observe community education programs presented by SCODAE,
present several programs and prepare a written report on a timely topic in the area
of chemical dependence.

PHMY 522 — Business Plan Development (2)

An elective course tor students interested in ownership or management of their own
pharmacy practice emphasizing the practical problems associated with establishing
a new business or expanding an existing enterprise. Location and market analysis,
target marketing, revenue and expense projections and estimation of capital
requirements are among the topics covered.

PHMY 523— Advanced First Aid (3) (Melton)
Advanced first aid and emergency care, including CPR.

PHMY 528 — Selected Topics in Geriatrics and Gerontology (1-3)

(Brandt)

This course provides an educational experience through investigating geriatrics
and gerontology at the School's Center for the Study of Pharmacy and Thera-
peutics for the Elderly. Through an elder-visitation experience, students select an
elderly person living in the community and track the individual's pharmaceutical
care needs. Students also participate in guided discussions addressing elder
health-care problems and solutions.

PHMY 529 — Special Group Studies (var. 1-5) (Repeatable up to

12 credits)

An omnibus course permitting experimentation with new or dillerent subject

matter and/or instructional approaches.

School of Pharmacy

PHMY 529 — Special/Organizational Behavior (3) (Bento)
Prerequisite: PHAR 515-Personal Management. The study of the effects of
human behavior on organizational effectiveness. Attention is given to quaUty,
team work, attitude toward work, satisfaction and commitment, building and
exercising organizational power, the role of leadership, sustaining motivation,
participatory decision-making, and the process for change, development and
continuous improvement.

PHMY 529— Special/Marketing (3) (Pitta)

Prerequisite: PHAR 545-Practice Management. Marketing introduces method-
ologies for identifying changes in the organization's marketplace and adapting to
them. The course uses the market orientation concept, emphasizing customer
needs, total integration of the firm, and the profit potential to examine the
marketing process, and in doing so, will use pharmacy based-examples.

PHMY 529 — Special/Case Based Management of Infectious Diseases

1(1) (Plaisance)

PHMY 529 — Special/Case Based Management of Infectious Diseases

11(1, 2) (Plaisance)

Prerequisites: Third year or PHNT 545 & 546. These courses provide third- and
fourth-year students ajid students in the Nontraditional Pathway with an opportunity
to critically examine the clinical decisions made in the management of patients with
infectious diseases. During the first course, students will review the therapeutic deci-
sions made in the care of a patient encountered during an experiential course and
review the literature relevant to those decisions. During the second course, students
will present a case discussion including a thorough review of the standard of care and
the literature support for the decisions made.

PHMY 529 — Special/Financial Reporting (3) (Forgione)
This course is a study of financial reporting, analysis and strategy principles applied
to for-profit and not-for-profit health-care organizations. Accounting issues related
to strategic decision-making in health service production, financing, and investment
will be emphasized throughout the course. Topics include the health-care accounting
environment, revenue and expense recognition, balance sheet valuations, ratio analy-
sis, budgeting and control systems, cost accounting, performance measurement,
variance analysis, cost-volume-profit relationships, and capital budgeting. Special
attention is given to the financial implications of third-party payment systems and
measuring the profitability of managed-care contracts.

PHMY 529— Special/Geriatric Pharmacotherapy (2) (Brandt)
Prerequisites: Third year status. This course provides advanced discussion of the
geriatric diseases and different presentations of disease and responses to therapy.
A case-based approach expands on previous geriatric coursework and allows
students to apply material to different patient-care settings. Journal club and drug
information questions are utilized to illustrate concepts.

Course Descriptions

PHMY 529 — Special/Geriatric Imperative (2) (Brandt)
The Geriatric Imperative Minimester is a five-day interdisciplinary course open
to all University of Maryland students during the first week in January. The
course presents a wide range of information on the health and well-being of older
adults through clinical, research and policy presentations. Course content will be
conveyed through lectures, panel discussions, team and case presentations, role
play, video tapes and site visits. Students will be required to write an in-depth
paper on a subject pertaining to geriatrics/gerontology within two months of
completing the didactic portion of the course.

PHMY 537 — Clinical Aspects of Drug Dependence (2) (Tommasello)
This course familiarizes students with the clinical aspects of chemical dependence.
Special emphasis is placed on the pharmacology of commonly abused psychoactive
substances and the role of pharmacological supports in the treatment of addiction.

PHMY 539 — Special Projects (var. 1-3) (Repeatable up to 12 credits)
Independent investigations consisting of library or laboratory research, seminars
or other assignments appropriate to the problem investigated..

PHMY 541 — Introduction to the Poison Center (I) (Anderson)
This course provides students the opportunity to observe and be involved in a
clinically-oriented pharmacy practice setting early in their education. Students
learn about the Poison Center's operation and resources and the potential for phar-
macist participation in this area of patient care. The course consists ot discussion
sessions, activities in the Maryland Poison Center, role playing, and laboratory
sessions focusing on toxicology resources and communication skills. Students
present cases on a home-management and a hospital-management drug overdose.

PHMY 543 — Honors Seminar in Pharmacy Administration (I) (Zito)
A survey of current literature in the general area ol pharmacy practice and admin-
istrative science. Each week, a recently published paper related to the economic,
social, behavioral or educational aspects of pharmac)' is discussed and evaluated.
Special student research projects may also be undertaken.

PHMY 550— Adverse Drug Reactions (2) (Michocki)
Focus is on the clinical manifestations and incidence of drug reactions, systems
affected, differentiation among idiosyncratic reactions, hypersensitivity reactions,
extensions of pharmacologic action and assessment ol drug reaction literature.

PHMY 551 — Recent Advances in Pharmacology (I) (Kim)
The objective of this course is to present advances in pharmacology and toxicolog)'.
Sessions emphasize experimental and clinical findings, their interpretation and
significance in relation to basic and applied aspects of pharmacology and toxicol-
ogy. Attention is also given to experimental design and methodology of the studies
in question.

School of Pharmacy

I

PHMY 552— Pharmacology and Aging (I) (Weiner)

This course presents advances in our understanding of variations in drug
response in the aging population. The course is designed to give students an
appreciation for the basic physiological and biomedical changes which normally
occur with aging, and how these changes relate to altered pharmacodynamic and
pharmacokinetic responses following drug administration. Basic and clinical
pharmacologic studies are used to support the conclusions presented.

PHMY 553 — Consumer Education Program for Older Adults (2)

(Brandt)

This course trains students to educate the elderly about drugs and drug-taking.
Students benefit from the didactic and applied aspects of the course, since they
must first learn about the special needs of the elderly and then actually interact
with the elderly both in large groups and one-on-one.

PHMY 554— Health Education Seminar (2) (Fedder)
The course prepares students to become effective health educators to patients, other
health-care practitioners and/or the community. The theoretical and conceptual
bases of the health education discipline are fully developed. Students learn the
techniques of behavioral and educational diagnosis and their application to the
development of educational intervention.

PHMY 556, 557— Advanced Pharmacology l&ll (2, 2) (Moreton)
This course expands and extends the pharmacology material learned in the
required courses PHAR 536 and 546. The course format is the discussion of
assigned topics and review of original papers in a two-hour weekly session. These
sessions include graduate students in the Pharmaceutical Sciences.

PHMY 560— The Pharmacist in the Critical Care Setting (I) (Hassan)
This course identifies and explores the role of the pharmacist in various critical-
care settings. The student will be able to see how critical care pharmacy has
evolved to complement the medical and nursing management of the critically
ill patient.

PHMY 561 — Advanced Therapeutics Seminar (3) (Tsoukleris)
An advanced course dealing with complex drug therapy decision-making, using
case presentations and current literature. Requires active student participation in
resolution of therapeutic controversies.

PHMY 562— Clinical Pharmacokinetics (2) (Reiss/Eddington)

This course provides students with the didactic training and skills necessary to

conduct clinical pharmacokinetic consultation.

Course Descriptions

PHMY 563 — Pharmacotherapeutic Issues in the Critically ill
Patient (2) (Hassan)

This course is an elective seminar for students interested in critical care pharmaco-
therapy. Topics include a broad scope of disease states and drug issues frequently
encountered in an ICU setting. Presentations will identify the pharmacologic aims
and controversies in the management of a particular topic, while simultaneously
underscoring the complexities of drug therapy in the critically ill patient, which
may lead to untoward reactions or suboptimal care.

PHMY 567— Advanced Cardiac Life Support (2) (Roffman)
This course focuses on the role of the pharmacist in the setting of cardiac arrest. A
lecture format covers the pathophysiology, epidemiology, therapeutic goals and
treatment modalities in cardiac arrest as described by the Standards and Guidelines
developed by the National Conference on Cardiopulmonary Resuscitation and
Emergency Cardiac Care. Topics include the role of the pharmacist on the cardiac
arrest team, an in-depth discussion of the role of pharmacologic intervention,
techniques of basic and advanced cardiac life support and post-resuscitative care.

PHMY 574, 575— Pharmacotherapeutics I, II (2, 2) (Roffman)
Pharmacotherapeutics is a course in advanced therapeutic decision-making which
parallel the therapeutic topics offered in the Integrated Science and Therapeutics
modules during the third year of the curriculum. The course require students
to formulate therapeutic decisions based upon case materials and emphasize
the process of decision-making in the presence of multiple patient and agent
variables. As the number of cumulative therapeutic topics increases, the complex-
ity of the decision making increases. Students are expected to incorporate data
from the primary literature as part of the therapeutic decision making process.

PHMY 576— Advanced Topic in Pharmaceutics (2) (Polli)
Prerequisites: PHAR 535-Pharmaceutics or concurrently enrolled in Pharmaceutics
or consent of coursemaster. This course will allow students to become familiar with
advanced topics in pharmaceutics. Different topics will be presented in the form of
lectures, group discussions of original papers, and laboratories and will include bile
acid sequestrants, drug dissolution, production methods for inhalation aerosols,
metered-dose inhaler formulation, tablet compaction, pellet drug delivery, critical
formulation and manufacturing variables, oral drug absorption, and novel chemical
approaches for targeted drug delivery.

PHMY 577— Pharmacoeconomics (3) (Mullins)

Prerequisites: One undergraduate course in Economics or permission of instruc-
tor. This course is designed to familiarize students with the economic structure,
conduct, and performance of the pharmaceutical industry. The course includes
such topics as prices and profit in the industry, productivity, costs, economies of
scale, innovation, economic effects of regulation, cost benefit and cost effectiveness
analysis of pharmaceuticals.

School of Pharmacy

PHMY 580— Drugs and Public Policy (2) (Palumbo)
An examination of public policy issues related to drug use in our society. Cases,
small group discussions and outside experts will be used to analyze contemporary
issues effecting pharmacy and health-care.

PHMY 581— Research Pathway Seminar (I) (Dalby/Weiner)
The objective of this course is to provide an overview of pharmaceutical and
other health and life science oriented research by attending research seminars and
participating in the discussion of those seminars.

PHMY 582— Advanced Patient Assessment (2) (Haines)
Prerequisites: successful completion of PHAR 54l-Biopharmaceutics and Pharma-
cokinetics, PHAR 542-Clinical Chemistry, PHAR 554-55, 564-65-Integrated
Science and Therapeutics, and PHPC 532-Longitudinal Pharmaceudcal Care I or
permission of coursemaster. Students will develop advanced patient assessment skills
that are relevant to the provision of pharmaceutical care. At the completion
of this course, the student will be able to skillfully: 1) conduct patient interviews,
2) examine patients to make diagnostic, triage and therapeutic decisions, 3) perform
simple laboratory tests and 4) develop strategies to assess adherence to prescribed
therapeutic regimens.

PHMY 583 — Management of Health Care Systems (3) (Moore)
Prerequisites: PHAR 515-Personal Management, PHAR-523 Ethics, PHAR
545— Practice Management, PHPC 570— Community Distribution Rotation,
PHPC 571-Institutional Distribution Rotation. This course will familiarize stu-
dents with the different practice settings in integrated health systems ranging
from community pharmacies to managed care organizations and hospitals. Areas
that will be covered include pharmacy benefits management, disease state
management, information management, models of integrated health systems,
management of the therapeutic process, negotiating and networking, and the
response of pharmacy practice settings to the changes in these systems.

PHMY 584— Patient Counseling (2) (Abramson/Beardsley)
Students will learn key information about the Top 100 prescribed drugs in the
U.S. The content will focus on information that needs to be communicated to
patients concerning their therapy. This material will reinforce what students have
learned in other courses. In addition, students will become familiar with new
product-specific material that has not been addressed in the curriculum. Periodic
quizzes will assess student knowledge. The Pharmacy Practice Laboratory will
also be used to videotape students as they counsel simulated patients.

PHMY 585— Perspectives of Mental Health (2) (Love)
This course provides students with an understanding of the mental health system,
discusses controversies that may face the practicing pharmacist, familiarizes
students with tools and techniques for studying psychopharmacologic agents and
helps to define pharmacists roles in providing mental health-care.

Course Descriptions

PHMY 586— Journal Club (I) (Buterbaugh)

This elective course is abilities-based, structured in a journal club format, and
parallels second year courses. The elective provides a forum in which students can
practice and enhance oral and written communication skills and literature
retrieval and evaluation activities while learning new information relating to
ongoing required coursework. Students select articles from the primary basic or
clinical research literature and lead discussions of the articles. The discussions
include study design, informational content and how articles relate to and
enhance the topics of second-year courses the students are concurrently taking.

PHMY 587 — Special/Mammal Anatomy and Histology (2)

(Buterbaugh)

Prerequisite: PHMY 590-Fetal Pig Anatomy and/or consent of coursemaster.
This advanced level elective course provides students a structured opportunity for
a major dissection of two mammalian species. Students observe the location and
structure of all organs of the body and their relation to each other. Working in
pairs at their own pace, students systematically dissect an adult, preserved cat and
a pregnant rat.

PHMY 590 — Special/Fetal Pig Dissection (I) (Buterbaugh)
Prerequisite: PHAR 514— Human Biolog)' 1 and/or consent of coursemaster. This
elective course provides students the opportunity to dissect a mammalian species
and observe the location and structure of most organs of the body and their relation
to each other.

PHMY 591 — Principles and Practice of Modern Compounding (2)

(Augsburger)

Prerequisites: PHAR 535-Pharmaceutics. Using a combination of lectures, problem-
solving workshops and skill-building laboratories, this coiu^e teaches the appropriate
extemporaneous compoimding of drug preparations in pharmacies.

PHMY 592— Clinical Toxicology (2) (Klein-Schwartz)
Prerequisites: Third-year status. Note: This course is highly recommended as
preparation for PHEX 551-Poison Information Rotation. The clinical toxicolog)'
course will provide students with an overview of the clinical manifestations,
assessment and treatment of poisonings with common drug, chemical and bio-
logical agents. The format includes lectures by faculty and case assignments and
discussions led by students. Course evaluation includes the discussion sessions, a
paper on students' choice of toxicology topic, a midterm and a final exam.

PHMY 593— Care of the Terminally III (2) (Beardsley/McPherson)
Prerequisites: Third-year status. This course prepares students to interact with
terminally ill patients through increased understanding of the social and psycho-
logical aspects of death and dying as well as the palliative pharmacotherapeutic
management of these patients.

School of Pharmacy

PHMY 594— Introduction to Community (2)

(Rodriguez deBittner/Fedder)

Prerequisites: PHAR 532-Longitudinal Pharmaceutical Care I. This course
engages students in service-learning through work with the ENABLE Pro-
gram, relating community needs in West Baltimore City to their future role as
pharmacists.

PHMY 595— Herbalism (2) (Blomster)

This course explores the principles behind the botanical information and folklore
uses of herbal remedies and provides an overview of alternative medicine as it is
currently emerging. Alternative medicine therapies are also discussed: their ratio-
nale, safety, validit)' and current therapeutic use.

PHMY 596 — Nonprescription Medicine (2) (McPherson)
Prerequisites: Third-year status. This course is designed to thoroughly familiarize
the student with OTC medications. Emphasis will be placed on the pharmacol-
ogy of these drugs, potential disease states in which the drugs will be used,
self-administration techniques, consideration in selecting a product, triage issues
and patient counseling.

PHMY 597— Bereavement (I) (McPherson)

This course addresses the skills and knowledge needed to serve bereaved individ-
uals: the theory of attachment, loss and grief as well as how to effectively interact
with the bereaved.

Course Descriptions

EXPERIENTIAL ELECTIVE COURSES

The experiential elective (PHEX) courses currently offered by the School of
Pharmacy are described below. In general, experiential electives can be taken for

either 2 or 3 semester hours of credit. PHEX 5 indicates the 2-hour elective

while PHEX 5 A indicates the 3-hour elective. For example, a student register-
ing for a 2-hour Parenteral Nutrition rotation would register for "PHEX 550"
and "PHEX 550A" for the 3-hour rotation.

PHEX 540 — Contemporary Pharmacy Practice (2, 3) (Rumrill)

PHEX 541— Bone Marrow Transport (2, 3) (Travato)

PHEX 542— Neurology (2, 3)

PHEX 550— Parenteral Nutrition (2, 3)

PHEX 551— Drug Information Clerkship (2, 3) (Mays)

PHEX 552 — Poison Information (2, 3) (Anderson/Klein-Schwartz)

PHEX 559— Research (2, 3)

PHEX 560— internal Medicine (2, 3) (Roftman)

PHEX 561— Ambulatory Care (2, 3) (Haines)

PHEX 562 — Clinical Pharmacokinetics Clerkship (2, 3) (Reiss)

PHEX 563— Administration (2, 3) (Moore)

PHEX 564— Cardiology (2, 3) (Roffman)

PHEX 565— Critical Care/Shock Trauma (2, 3) (Hassan)

PHEX 566— Critical Care/MICU (2, 3) (Hassan)

PHEX 567 — Diabetes Care Management (2, 3) (McPherson)

PHEX 570— Food and Drug Administration (2, 3) (Rumrill)

PHEX 571 — Gastrointestinal Surgery (2, 3)

PHEX 572— Geriatric Pharmacotherapy (2, 3) (Brandt)

92 School of Pharmacy

PHEX 573— Home Health Care (2, 3) (McPherson)

PHEX 574— Infectious Disease (2, 3) (Pkisance)

PHEX 575— Infectious Disease/HIV (2, 3)

PHEX 576— Oncology (2, 3) (Travato)

PHEX 577— Oncology/Infectious Disease (2, 3)

PHEX 580— Oncology/TPN (2, 3)

PHEX 581— Oncology/Research (2, 3)

PHEX 582— Pediatrics (2, 3)

PHEX 583— Nuclear Pharmacy (2, 3) (Rumrill)

PHEX 584 — Chemical Dependence Treatment (2, 3) (Tommasello)

PHEX 585 — Chemical Dependence Research (2, 3) (Tommasello)

PHEX 586— Veterinary Medicine (2, 3) (Rumrill)

PHEX 587— Psychiatry (2, 3) (Borovicka)

PHEX 589— Special Studies (2, 3) - Repeatable up to 12 credits.

PHEX 589— SPEC/lnvestigational Drugs (2, 3) (Roffman)

PHEX 589 — SPEC/Pharmacy Benefits Management (2, 3)

PHEX 589— SPEC/Transplant (2, 3) (Reiss)

PHEX 590 — Community Pharmaceutical Care (2, 3) (Haines)

PHEX 591— Hospice (2, 3) (McPherson)

Course Descriptions 93

NONTRADITIONAL PATHWAY

PHNT 500 — Principles of Pharmaceutical Care (3)

This course focuses on the definitions and processes of Pharmaceutical Care and
Therapeutics, including the process of therapeutic decision making. Principles of
common diseases will be covered, including Oncology, Infectious Diseases and
Cardiovascular Diseases. Students in this course will also learn how to provide
pharmaceutical care to individual patients (e.g., develop a pharmaceutical care data
base, develop a plan, and apply therapeutics principles), as well as population-
based pharmaceutical care (e.g.. Principles of Pharmacoeconomics, Pharmaco-
epidemiology and Health Education and Promotion).

PHNT 505 — Prior Leaning Assessment of Pharmacy Practice (2)

(McPherson)

The objective of this elective course is to generate a documented compilation of a
candidate's experiences and accomplishments. The Prior Learning Assessment
(PLA) Portfolio will be used to grant academic credit in content areas where the
student has acquired competence through non-sponsored learning. Up to 10 acad-
emic credits may be awarded through the PLA Process: two credits that parallel the
Terminal Performance Objectives (applied to the Pharmaceutical Care rotation
and Practice Management rotation); four credits in Practice Management; and up
to four credits in Pharmacotherapy. The coursemaster welcomes the opportunity
to discuss the process and likelihood of credit award with students who may be
interested in this elective.

PHNT 51 I— Practice Management (4) (Fedder)

Practice Management is composed of four modules: Financial Management, Prin-
ciples of Management, Marketing and Managing Pharmaceutical Care Services.
These modules are designed to prepare students for the practice management
experiential component and to build students' practice management abilities.
These credits may be earned by traditional coursework, self-study or other faculty-
approved modalities identified with the student advisors. When appropriate,
credits in this area may be awarded through the PLA process.

PHNT 512 — Principles of Pharmaceutical Sciences (2) (Hollenbeck)
This course will enable students to find, comprehend, analyze and apply current
and new scientific knowledge to support pharmaceutical care by expanding their
foundation in Pathophysiology, Pharmacology, Pharmaceutical Chemistry, Phar-
macokinetics and Biopharmaceutics.

PHNT 520 — Readiness Assessment (I) (McPherson)
This one-credit self-study course validates student.s' "readiness" to undertake tur-
ther didactic and experiential coursework in the NTPD Pathway The Readiness
Assessment consists of two activities. The first is the successful completion of the
second Module of the Drug Information Clinical Skills Series from ASHP. The

94 School of Pharmacy

second is an objective, multiple-choice examination, assessing the content areas
taught in the Therapeutics sequence. For each content area, anatomy, physiology,
pathophysiology and pharmacology will be assessed. Students are expected to pre-
pare for the Readiness Assessment through self-study. The coursemaster will
suggest options for self-study such as computer-based simulation, readings,
coursework or continuing education sessions or modules.

PHNT 521— Longitudinal Care (I) (McPherson)

This experiential course focuses on assessing the health status of a cohort of
patients in the student's own practice, developing health status reports and partici-
pating in the management of pharmaceutical care needs of these patients during
health transitions. Selected patients have health-care problems, such as congestive
heart failure, AIDS, cancer or problems with aging, that are likely to result in
health transitions requiring changing pharmaceutical care needs including changes
in drug therapy, health education, patient counseling and physical environment
(e.g., home, long term care, hospital). It is expected that students commit a mini-
mum of approximately 45 hours (e.g., an average of about three hours per week
over a semester or 1.5 hours per week over an academic year) to experiential activ-
ities in this course at their own practice site. Students are expected to apply skills
from this course in subsequent Pharmaceutical Care experiential coursework.

PHNT 53 I — Practice Management Planning (2) (Fedder)
Practice Management Planning will focus on the application of management prin-
ciples to a pharmaceutical care service. The course will provide an opportunity for
the student to develop a plan defining and justifying a pharmaceutical care service
and an opportunity for implementing the plan.

PHNT 532— Patient Assessment Skills (I) (Michocki)
This experiential course focuses on the skills necessary to obtain general pharma-
ceutical care data bases and problem-oriented data bases from patients. Acquired
skills include both history-taking and physical assessment. Learning experiences
include faculty demonstrations, videos, simulations and patient encounters. The
course consists of 10 workshop sessions, offered on three dates. Students are
expected to apply and practice skills from this course in the program's other expe-
riential courses.

PHNT 534 — Clinic or Institutional Assignment (I) (McPherson)
Activities in this course include supervised development of pharmaceutical care
plans, triage decision making, discharge/ transition planning and patient counsel-
ing. Students are assigned to a total of 15 three-hour faculty-supervised
pharmaceutical care sessions. Students whose area of interest is ambulatory practice
are assigned to 10 three-hour Pharmacotherapy-Medication Refill Clinic sessions
and five hospital-based three-hour Pharmaceutical Care Rounds sessions. Students
whose area of interest is organized or institutional health-care are assigned to
1 0 hospital-based Pharmaceutical Care Rounds sessions and five Pharmacotherapy-
Medication Refill Clinic sessions.

Course Descriptions 95

PHNT 536 — Drug Information Experience (I) (Mays)

Pharmacists acquire and apply drug information skills in their own practice. Stu-
dents will develop and attain their own drug information library, access appropriate
drug information databases and utilize appropriate pharmaceutical and medical
literature to prepare drug information reports. Assignments are made based upon
the needs of the patients in the student's practice and the organizational needs of
the practice site.

PHNT 545— Therapeutics I (3) (McPherson)

This course focuses on common disease entities and the development of pharma-
ceutical and other care plans for patients with these problems: pulmonary, neuro/
psych, cardiovascular, endocrinology and women's health. Learning experiences
include discussions of pharmacotherapy, case study analysis, adverse drug reaction
analysis, discharge and transition of care planning and development of care plans.
These experiences are focused on the participant's own pharmacy practice.

PHNT 546— Therapeutics II (3) (Kerr/Ives)

This course focuses on common disease entities and the development of pharma-
ceutical and other care plans for patients with these problems. Disease states
common to the following organ systems will be covered: general care, joint dis-
ease, oncology, renal disease, gastrointestinal disease and infectious diseases.
Learning experiences include discussions of pharmacotherapy, case study analysis,
adverse drug reaction analysis, discharge and transition of care planning and
development of care plans. These experiences are focused on the participant's
own pharmacy practice.

PHNT 547 — Medical Information Analysis (I) (Mays)
This course is designed to enhance student's skills in the areas of information
collection, retrieval, analysis and interpretation. A variety of topics surrounding
drug information will be covered including the role of informational services
in health-care (including managed care programs), written and verbal communi-
cation skills, research strategy and process, drug policy management, quality
assurance, ethics, careers in drug information and basic interpretation/
understanding of the use of biostatistics in the medical literature. At the conclu-
sion of this course, students will be able to: 1) retrieve medical literature
depending appropriate to the request, 2) evaluate the medical literature and draw
conclusions necessary to make effective patient interventions/therapeutic deci-
sions and 3) concisely present clinical findings and answer questions about recent
medical advances. Students will interact with both their peers and faculty during
this course in order to fulfill all learning objectives.

PHNT 570 — Pharmaceutical Care Experience (3) (McPherson)
This course is designed to help practicing pharmacists build the skills needed to
deliver pharmaceutical care services to patients. Students develop and implement
Triage Plans, Pharmaceutical Care Plans and Transition Plans for a cohort of
patients (in addition to the patients accumulated during the Longitudinal Care

School of Pharmacy

experience) in their own practice. Patients selected tor plan development and
implementation must have at least two pharmaceutical care or pharmacotherapy
problems. Students communicate these plans to other health-care professionals,
monitor the response of patients to these plans, make any necessary modifications
and assess patients' health outcomes of the plans. Students are expected to com-
mit a minimum of 1 80 hours (an average of about six hours per week over two
semesters) to activities related to this course. During this course, students will be
accountable for application of pharmacotherapy topics acquired through Prior
Learning Assessment and the didactic Pharmacotherapeutics course. Students
completing this course will demonstrate the Nontraditional Pathway's terminal
performance objectives related to implementation of pharmaceutical care services
in their practice site.

Course Descriptions

TO REACH THE CAMPUS

The University is located in downtown Baltimore, six blocks west of the Inner
Harbor and two blocks north of Oriole Park at Camden Yards in the Universit)'
district.

Directions

From 1-95: Take 1-395 (downtown Baltimore) and exit onto Martin Luther King
Jr. Blvd., staying in right lane. At fourth traffic light, turn right onto Baltimore
Street. Turn left at second traffic light onto Paca Street (get into right lane) and
enter the Baltimore Grand Garage (on your right).

Bus

MTA routes 1, 2, 7, 8, 11, 20, 35 and 36 serve the campus.

Subway

The Baltimore Metro runs between Charles Center and Owings Mills. Stops
nearest the University are at Lexington Market and Charles Center.

Light Rail

Light rail connects park and ride locations in northern Baltimore County and
Oriole Park at Camden Yards, then continues south to Glen Burnie. The Univer-
sity stop is two blocks east of campus on Baltimore Street.

Train

MARC commuter service runs from Camden Station, 301 W. Camden Street.

School of Pharmacy

University of Maryland
Baltimore

Teaching Facility

685 W Baltimore St H2

Dt. Samuel D. Hatris

Nufsing School
655WLombi/<ISt I
Pasrault Row
65Hi65WUxingtoi

214 N Pine St C2
Ronald McDonald Hoiue

State Med Examiner. BIdg

cSt F5

WMH

^anSSfl

liill

WHC

SSSHjgfll

mm

519 WFaj-ctreSt F7
Wcstetn Health Cti 700
W Lombaid St J3
WPCC Walter PCartetCt,

620 W Fayene St E4
29SP 29 S Paca St J9

405R 405 W Redwood St BIdg

502F

Allied Health BIdg
100 Penn St K3
Athletic Centcf Pratt Si
Garage L4
Baltimore Dispensary
100 N Paca St E8
Biomedical Research

Dav.dge Hall

SiiWLombatdSi J7

Dental School

666 W Baltimore St F3

East Hall

520 W Lombard St 17

! W Fayene St BIdg
1 W Pratt St BIdg M3

Baltimotc Grand Garage
(visitofs) F9
Dental Patient
Parking Lot F4

B4, C4. C5
Lexington Garage
(students) C3
•Pearl Garage D5
Parking Office E5
■Pcnn St Garage
(visitors) L3
•Pratt St Gaiage L5
University Plaza Garage
(patients) H7
Public patking lacilities
•Assigned University

I Health & I.S/F Law School/Future

c Student Union HSF

8C Lombard St J2
s T Frenkil BIdg

Homer Gudclsky Building MBC
Lombard & Greene St5j6
Health Sciences Facili

xington Matket

685 W Baltimotc St H3

iu.-,t.teei,tbt K7 mCPO Matket Clt. Post Ofific.

Lombard Building D6

5 1 5 W Lombard St K7 OSPC Old St, Paul, Cemetery

MDBarCeniei 11

520 W Fayette S, E7 qP Ot.olc Park

at Camden Yatds P9

MIEMSS MD Inst fot Emetgcncy
Med Srvcs Systs
653 W Piatt Si M4

MBIO Med Biotechnology Ctr

721 W Lombaid St IQ

Campus Maps

NOTES

School of Pharmacy

Student RIght-to-Know and Campus Security Act Request

The Student Right-to-Know and Campus Security Act (Public Law 101-542), signed
into federal law Novermber 8, 1990, requires that the University of Maryland make
readily available to its students and prospective students the information listed below.

To obtain any of this information, please check the appropriate space(s), fill in your
name, mailing address and UM school and program name, tear off this form and
send it to:

Office of Student Services

Attention: Student Right-to-Know Request

University of Maryland

621 W. Lombard St., Room 302

Baltimore, MD 21201

Complete and return this portion

Financial Aid

Costs of Attending the University of Maryland

Refund Policy

Facilities and Services for Students with Disabilities

Procedures for Review of School and Campus Accreditation

Completion and Graduation Rates for Undergraduate Students

Loan Deferral Under the Peace Corps and Domestic Volunteer
Services Act

Campus Safety and Security

Campus Crime Statistics

Student Sexual Orientation Nondiscrimination

Name -
Address

UM school and

Student Right to Know

'ersity of Maryland School of Pharmacy

2001-2003 Catalog

2001-2003 Catalog

Doctor of Pharmacy (PharmD) Program

Pharmaceutical Health Services Research Doctor of Philosophy (PhD) Program

Pharmaceutical Sciences Doctor of Philosophy (PhD) Program

School of Pharmacy
University of Maryland
20 N. Pine St.
Baltimore, MD 21201-1 180

Program Information:

PharmD Admissions Office 4 1 0-706-7653

or 800-852-2988 (Toll Free)

E-mail: PharmDhelp@rx. umaryland. edit

Nontraditional Pathway Information 4 1 0-706-076 1
Pharmaceutical Health Services Research

(PhD) Program 410-706-0879

Pharmaceutical Sciences (PhD) Program 410-706-0549

Dean's Office 410-706-7650

University Financial Aid Office 410-706-7347

External Affairs 410-706-5893

Web site www.pharmacy.timarylarjd.edu

I he IJntventty oj Maryland n accredited hy the Middle States Afsociation of Colleges and SchooL. The School of Phar-
macy's Doctor of Pharmacy (PharmD) and continuing education programs are accredited by the American Council on
Pharmaceutical Education. For additional information, write ACPE, 31 1 W Superior St.. Chicago. IL 60610 or call
.112-66'^ 3575 The School is a member of the American Association of Colleges of Pharmacy.

The School reserves the right to make changes in requirements for admission, curriculum, standards for advancement and
graduation, fees, and rules and regulations.

The University of Maryland School ofPharnmcy is committed to providing eijuiil education and employment opportunity
in all of its programs.

I he University and the School of Pharmacy do not discriminate on the basis of race, color, religion, age. ancestry or
national origin, gender, sexual orientation, physical or mental disability marital status, or veteran status. Exceptions are as
allowed by law, for example, due to bona fide occupational qualifications or lack of reasonable accommodations for dis-
abilities.

Produced by the University of Marybind Office of External Affairs, 2001.

2001-2003 Catalog

University of Maryland
School of Pharmacy

Message from the Dean

Dear Students and Colleagues:

Health care delivery in today's society continues to be transformed. New medical tech-
nologies, new drugs, and new drug delivery systems are paving the way to a healthier
world. Patients, who once had little say in their own health care, now have a desire to bet-
ter understand their medical conditions and their medications. And
pharmacists — whether in community or hospital practice, the pharmaceutical industry,
government, or nonprofit organization — are playing major roles in developing new and
innovative medicines, managing patient drug therapy, and helping patients to better
understand how to use their medicines.

Pharmacy has adapted to meet the demands of the changing health care delivery sys-
tem. Pharmacists are committed to the goal of helping patients achieve desired outcomes
from their medication therapy that lead to improvement in quality of life. Pharmacists
play an active part in achieving this goal by contributing their expertise in many ways.

The University of Maryland School of Pharmacy has developed a Doctor of Pharmacy
curriculum that emphasizes problem solving and critical thinking. While content is criti-
cally important and essential to education, it changes rapidly. Our
students rapidly recognize that learning to learn and committing to
a lifetime of learning are the most important outcomes of pharma-
ceutical education at Maryland.

Maryland students learn to practice as patient-oriented health
care providers who can work as part of a multi-professional health
care team. The curriculum is innovative and incorporates flexibility
in course structure. Students have substantial opportunities to
choose electives, pathways offering avenues for concentration within
areas of interest, and varied time frames for coursework. To round
out their education, potential pharmacists can select practice experi-
ence from hundreds of experiential learning sites throughout the region.

The mission of the University of Maryland School of Pharmacy is to improve the
health and well being of people through excellence in pharmaceutical education, research
and scholarship, pharmaceutical care, and public service. In addition to our Doctor of
Pharmacy program, the School offers graduate programs in Pharmaceutical Health Ser-
vices Research and in Pharmaceutical Sciences that prepare students for careers in research
and policy.

It is our vision that the School of Pharmacy be recognized as an international leader in
innovation and excellence in education, scholarship, pharmaceutical care, and public ser-
vice. We strive to:

• attract and mentor students to attain their fullest potential.

• recruit and develop faculty members to serve as exemplary role models.

• foster an environment for learning and productivity that will guarantee the fullest
contributions of a diverse faculty, staff and student body.

• collaborate with partners both within and outside the University to achieve this
vision.

This catalog serves as a starting point and a reference for information about the School
of Pharmacy. Our Web site, at www.pharmacy.umaryland.edu, provides additional infor-
mation as well as current news about the School of Pharmacy. Thank you for your interest
in the University of Maryland School of Pharmacy.

David A. Knapp, PhD

Dean

University of Maryland School of Pharmacy

Contents

MESSAGE FROM THE DEAN ii

THE SCHOOL OF PHARMACY . . .2

History 2

Mission 2

Vision 2

Commitment to Diversity 3

Compliance with ADA Legislation 3

Administrative Offices 3

Lecture Series 5

Endowed Chairs 6

Centers and Resource Programs 6

Facilities 8

Student Honors and Awards 10

Student Organizations 11

Alumni Association 12

THE UNIVERSITY OF

MARYLAND 13

Health Sciences and

Human Services Library 13

Student and Employee Health 14

Counseling Center 14

Parking and Transportation 15

Living in Baltimore 16

The City of Baltimore 16

Close to Washington, D.C 17

DOCTOR OF PHARMACY
(PHARMD) PROGRAM 18

Curriculum Pathways and Electives 26

PharmD Program Summary 27

Nontraditional PharmD Pathway 32

PharmD Dual Degree Programs 35

Licensure Requirements 37

DOCTOR OF PHILOSOPHY
PROGRAMS 38

Pharmaceutical Health Services

Research PhD Program Description . . .38
Pharmacy Practice and Science

Department Overview 40

Pharmaceutical Sciences PhD

Program Overview 43

Pharmaceutical Sciences

Department Overview 43

Pharmaceutical Sciences PhD

Program Description 45

Graduate Student Organizations 48

FINANCIAL INFORMATION 49

Tuition and Fees 49

Health Insurance 50

Determination of In-State Residency . . . .50

PharmD Student Financial Aid 50

School of Pharmacy Scholarships 50

Loan Funds 53

Veterans Financial Aid 53

PhD Student Financial Aid 53

PHARMD ACADEMIC

POLICY STATEMENTS 54

Academic Sessions 54

Registration Policies 54

Academic Status Policies 55

Academic Integrity Policies and

Procedures 57

Student Discipline and Grievance

Committee 61

Other School Policy Statements 66

UNIVERSITY OF MARYLAND
POLICY EXCERPTS 67

ADMINISTRATION AND
FACULTY 75

PROGRAM COURSE
DESCRIPTIONS 90

PharmD Course Descriptions 90

Nontraditional PharmD (NTPD)

Pathway 108

PhD Program Course Descriptions Ill

Pharmaceutical Health Services

Research Ill

Pharmaceutical Sciences 118

UNIVERSITY MAP AND

DIRECTIONS TO THE

SCHOOL 122

STUDENT RIGHT-TO-KNOW

AND CAMPUS SECURITY

ACT REQUEST 124

The School of Pharmacy

HISTORY

The University of Maryland School of Pharmacy has a rich and distinguished
heritage. First incorporated as the Maryland College of Pharmacy on January 27,
1841, it is the oldest pharmacy school in the South and the fourth oldest in the
country. Primarily an independent institution until 1904, the Maryland College
of Pharmacy then became the Department of Pharmacy of the University of
Maryland. In 1920, the University of Maryland in Baltimore merged with the
Maryland State College at College Park to form the State University. Today, the
School of Pharmacy is one of six professional schools and a graduate school that
comprise the University of Maryland in downtown Baltimore.

Throughout its history, the School of Pharmacy has been a local and national
leader for the profession of pharmacy. It was a founding member of the American
Association of Colleges of Pharmacy, the professional organization established
to formulate uniform standards for the graduation of pharmacy students.
The School was also instrumental in the formation of the American Council for
Pharmaceutical Education, the national accreditation organization for schools
of pharmacy.

In 1970, through the efforts of the School and the Maryland Board of Phar-
macy, Maryland became the first state to replace unstructured internships with a
professional-experience program incorporated in the School's curriculum, setting
a national standard for professional pharmacy education. In 1980, Maryland
became the first School of Pharmacy to establish a Center for the Study of Phar-
macy and Therapeutics for the Elderly, now the national model for pharmacy
geriatric education. In 1993, Maryland again set a benchmark for the nation by
implementing a pace-setting Doctor of Pharmacy (PharmD) program.

MISSION

The mission of the University of Maryland School of Pharmacy is to improve the
health and well being of the citizens of Maryland and beyond, through excellence
in pharmaceutical education, scholarship, pharmaceutical care, and public
service.

VISION

The University of Maryland School of Pharmacy will be recognized as
an international leader in innovation and excellence in education, scho,
arship, pharmaceutical care, and public service.
We will attract and mentor students to attain their fullest potential

School of Pharmacy

J

We will recruit and develop faculty to serve as exemplary role models.
We will foster an environment for learning and productivity that will
guarantee the fullest contributions of a diverse faculty, staff, and student
body

We will collaborate with partners both within and outside the Univer-
sity to achieve this vision.

COMMITMENT TO DIVERSITY

The School seeks an applicant pool and a student body that is diverse in terms
of race, sex, age, geographic and economic background, religion, and ethnicity.
The 2001 enrollment statistics reflect the diversity of the student body: 45%
Caucasian, 27% Asian, 19% African-American, 7% International, 1% Hispanic,
and less than 1% Native- American.

COMPLIANCE WITH ADA LEGISLATION

In accordance with the Americans with Disabilities Act of 1990, the School
examines all aspects of its programs and services to ensure accessibility to quali-
fied students with disabilities. From recruitment to commencement, the School
strives to create an environment that respects individual differences while chal-
lenging students to perform to their optimal ability. Modifications tailored to the
needs of the diverse student population include applications, brochures, course
materials and examinations offered in alternate formats, and modified lengths of
time to complete degree requirements. Equally important, the administration
reviews organizational activities that would prohibit participation by students
with disabilities and provides services for these students to ensure their rights and
protection under the law. With increased use of computer technology, the School
makes information more accessible and is better able to serve students with
disabilities.

ADMINISTRATIVE OFFICES

ACADEMIC AFFAIRS

The Office of Academic Affairs provides leadership and administrative manage-
ment for instructional resources used in all professional education programs. The
associate dean for academic affairs is responsible for curriculum, scheduling,
graduate programs, graduate teaching assistants, liaison with other academic
units of the University, continuing education, the Office of Experiential Learn-
ing, the Nontraditional PharmD Pathway, and review of research proposals. The
director ol continuation studies, the director of educational technology, and the

The School of Pharmacy

director of experiential learning assist this office. The associate dean for academic
affairs meets with the Educational Advisory Committee, composed of members
of the external professional pharmacy community, to identify and discuss impor-
tant issues affecting the educational programs at the School and to provide advice
on those issues. Also, this associate dean coordinates initiatives in the interna-
tional arena that deal with education and research.

FINANCE AND ADMINISTRATION

The Finance and Administration Office is directed by the associate dean who is
also the chief financial officer for the School. The office provides leadership and
oversight of support services necessary for the School to carry out its mission.
The following units and positions are part of the team that helps deliver support
services: Facilities and Laboratory Support Services, Computer and Network Ser-
vices, the Business Office, Operations Manager, and the Senior Staff Team.

EXTERNAL AFFAIRS

The Office of External Affairs is responsible for the areas of development (fund
raising) and alumni/constituent relations for the School of Pharmacy. Currently,
the office is focused on the campus-wide Invest in Excellence capital campaign.
Pharmacy's share of this effort is $6 million and carries the theme Pharmacy for a
New Century, with an emphasis on new buildings and student and faculty sup-
port. Working closely with the dean, the Board of Visitors, alumni, faculty, and
staff, the development staff seeks philanthropic support from individuals, corpo-
rations, and foundations.

Alumni/constituent relations plans class reunions and other alumni events to
promote the School to its many constituencies. The office provides leadership to
the Alumni Association, a dedicated group of graduates who assist with student
recruitment, engage in grassroots advocacy on behalf of the School, and host the
annual graduation banquet each spring.

STUDENT AFFAIRS

The Office of Student Affairs provides a variety of services to enhance the student
learning experience and to provide support to students during their academic
career. The School's student affairs system is under the direction of the associate
dean for student affairs and the director of student services. The office includes a
coordinator of recruitment and admissions along with three professional staff
The office is responsible for recruitment, admission, academic progression, and
graduation of PharmD students and is involved with veteran affairs, financial aid,
student leadership development, and counseling programs. Other services

School of Pharmacy

I

include personal counseling, advising and tutoring systems, career development,
and special programs, such as the Open House and high school mentoring
programs.

The office monitors the activities of the School's student organizations that
operate under the Student Government Association (SGA) umbrella. The SGA,
as well as each organization, has a faculty advisor who assists in planning and
organizing the group. The SGA holds biweekly meetings and arranges an impres-
sive array of activities.

The School's Student Discipline and Grievance Committee handles issues sur-
rounding academic integrity and student behavior. The Student Affairs
Committee addresses academic issues. Both of these committees are composed of
students and members of the faculty and Office of Student Affairs. The office
coordinates an extensive career development program for PharmD students and
attempts to increase student awareness of job opportunities in light of health care
reform.

LECTURE SERIES

The School supplements its regular curriculum with the following special lectures
and symposia:

Francis S. Balassone Memorial Lecture. The Maryland Pharmacists Associ-
ation, the School of Pharmacy Alumni Association, and the School sponsor this
lectureship as a memorial to Francis S. Balassone. He was a 1940 graduate of the
School, a past president of the Alumni Association, a distinguished former faculty
member, and a past president of the National Association of Boards of Pharmacy.

Andrew G. DuMez Memorial Lecture. This lectureship was established in
1969 by Mrs. DuMez in memory of her husband, Dr. Andrew G. DuMez. Dean
of the School of Pharmacy from 1926 to 1948, Dr. DuMez was a distinguished
educator and leader in pharmacy in Maryland, the United States, and around the
world.

Ellis Grollman Lecture in Pharmaceutical Sciences. Mrs. Evelyn Grollman
Click funded a lecture program in memory of her brother, Ellis Grollman, in
1983. He was a 1926 graduate of the School. Each year a nationally recognized
researcher in the pharmaceutical or related basic sciences is invited to present this
lecture.

Peter P. Lamy Lecture. The Peter P. Lamy Lecture was inaugurated in 1992
in recognition of Dr. Lamy's career as an internationally recognized authority on
geriatrics and gerontology. This lecture provides an opportunity for pharmacists
to discuss critical issues in the care of the nation's elderly.

Dean's Colloquium. The Dean's Colloquium brings together students, fac-
ulty members, and nationally recognized scientists and clinicians to discuss
contemporary issues of relevance to pharmacy and health care. These seminars
provide unusual opportunities for interaction and exchange of new information
on topics related to pharmacy practice and science.

The School of Pharmacy

ENDOWED CHAIRS

The School has the following endowed chairs:

The Emerson Professorship in Pharmacology was endowed in 1927 as a
chair in Biological Testing and Assay by Captain Isaac Emerson, president of the
Emerson Drug Company. The first chair was filled by Dr. Marvin Thompson, a
pharmacologist at the Food and Drug Administration at the time. Dr. Clifford
W. Chapman, a pharmacologist from the Canadian National Laboratories, was
appointed to the chair in 1938. Dr. Casimer Ichniowski and Dr. Naim Khazan
were the third and fourth appointees to the chair. In 1988, Dr. Gerald M. Rosen
was appointed Emerson Professor. His appointment as Emerson Professor led to
Dr. Rosen being named an Eminent Scholar by the Maryland Higher Education
Commission.

The Parke-Davis Chair in Geriatric Pharmacotherapy was established in
1990 with a $1 million gift from the Warner-Lambert Co. on the eve of the
125th anniversary of Parke-Davis and the School of Pharmacy's 150th Anniver-
sary. The endowment underwrites the School's continuing commitment to
geriatric pharmacotherapy as exemplified by the accomplishments of the late
Peter P. Lamy, the first holder of the Parke-Davis Chair. Dr. Bruce C. Stuart is
current holder of this chair.

The Ralph Shangraw Endowed Chair in Pharmaceutical Sciences was
established in June 1995 by Colorcon and the University of Maryland School of
Pharmacy in honor of the retirement of Ralph Shangraw. The endowment will be
used to support a Professorship in Pharmaceutical Sciences until the fund has
reached full funding and then will support an endowed chair.

CENTERS AND RESOURCE PROGRAMS

The Biomedicinal Chemistry NMR Center houses a GE 300 MHZ nuclear
magnetic resonance spectrometer. The superconducting magnet, the heart of the
instrument, is permanently immersed in a vacuum-jacket reservoir of liquid
helium ( — 260°C) and allows the detection and accurate determination of pro-
tons,'^C.^'P and other nuclei of biological importance. The NMR was the first
instrument of its kind on campus, and it opened up many new avenues of
research within the School, greatly increasing the number of inter-school collabo-
rative ventures.

The Center on Drugs and Public Policy contributes to informed debate of
drug policy issues in our society. CDPP research and educational programming
has provided thought-provoking analysis and focused dialogue on drug use and
public policy since 1987. The CDPP specializes in providing credible, unbiased,
and pragmatic solutions for government agencies, the pharmaceutical industry,
professional organizations, and private businesses on public health issues and
practices involving medication use and regulatory matters.

The Drug Information Center provides comprehensive medical information
to contract affiliated institutions and the general public. The provision of service

School of Pharmacy

includes, but is not limited to, patient-specific and adverse drug reaction consul-
tations, guidelines for use, formulary monograph/review preparation and
management, and newsletter support. The UMDI and its staff are also charged
with the education of UMB pharmacy students in the practice of medical litera-
ture analysis. Students are educated on the proper utilization of online databases
and search strategies in the hope of making them more proficient in the assimila-
tion of information. The UMDI also participates in an ongoing Internet Drug
Information Service, which provides online users the ability to submit questions
to qualified pharmacy staff These questions are not limited in any way to geo-
graphic region or subject. The UMDI answers each question on an individual
basis, usually within three business days, many within hours.

The ENABLE (Enhancing Neighborhood Action By Local Empowerment)
Program trains community health workers to assist patients in maintaining con-
trol of chronic disease states over time. It is funded through state and federal
funds and is part of the AmeriCorps program.

The Peter Lamy Center on Drug Therapy and Aging serves as the focal
point of all of the School's geriatric education, service, and research activities. It
provides continuing education programs both on the state and national levels.
Funding from federal and private sources allows the center to foster relevant
research by faculty members and graduate students from all School departments.
The center is administratively responsible for the Elder-Health Program, which
informs pharmacy students and retired pharmacists about the social and psycho-
logical aspects of drug use among the elderly, as well as the therapeutic goals
of treatment for prescribed and over-the-counter medications. The students
and retirees use the knowledge to give presentations to elderly members of the
community.

The Maryland Poison Center has been a service program of the University of
Maryland School of Pharmacy since 1972. The service has grown and changed
quite a bit over the years. During its first year, the Maryland Poison Center
received 5,600 calls. In 1998, the center fielded more than 60,000 calls. Despite
the increase in call volume, the center's commitment to providing the best quality
poison triage, treatment, education, and prevention services has never changed.

The Maryland Poison Center is certified by the American Association of Poi-
son Control Centers (AAPCC) as a regional poison center providing poisoning
triage, treatment, education, and prevention services to all Marylanders. This ser-
vice is staffed by pharmacists and nurses who have specialized clinical toxicology
training 24 hours a day, every day of the year. All of the specialists have been cer-
tified by the AAPCC as specialists in poison information. On average, each
specialist has over six years of experience managing poisoning and overdose cases.
In addition to the knowledge, skill, and experience of the poison specialists, the
director of the program is board certified in clinical toxicology and the medical
director is boarded in emergency medicine as well as in medical toxicology and
additional specialized consultants.

The Mental Health Program of the School of Pharmacy is a joint venture
with the Developmental Disabilities Administration and Mental Hygiene
Administration of the state of Maryland. Its primary goal is to upgrade all aspects

The School of Pharmacy

of pharmacy practice within the state's mental health facilities. The program also
serves as a site for pharmacologic and administrative research in mental health, a
testing ground for the development of innovative strategies in mental health
pharmacy practice, and a training resource for mental-health-related issues.
Members of the School's faculty serve at nine mental health sites around the state.

The Office of Substance Abuse Studies was created in 1986 at the University
of Maryland School ot Pharmacy. OSAS has been and continues to be committed
to the development and distribution of information on substance abuse. In addi-
tion, it is actively involved in several areas of substance abuse research. OSAS has
created and supervises numerous programs that focus on prevention and treat-
ment, as well as investigation of the dynamics of substance abuse. OSAS goals
and activities: 1) provide information and education about substance abuse and
its treatment to health care professionals; 2) prevent substance abuse through
community service programs; and 3) design and implement research on sub-
stance abuse and chemical dependence.

University Pharmaceuticals of Maryland, Inc. (UPM) is a resource partner
for the pharmaceutical industry. UPM provides high-quality drug formulation
and manufacturing services at competitive prices. The company offers a comple-
ment of technical and value-added services with one principle objective in
mind — to rapidly advance pharmaceutical technologies and products on behalf
of our clients and alliance partners. Services include pre-formulation and formu-
lation development, drug and excipient analysis and testing, GMP manufacture
of clinical supplies, bioequivalence and bioavailability studies, distance learning,
customized training programs, forums and continuing education, manufactur-
ing process design and optimization, critical variables analysis, and regulatory
guidance.

FACILITIES

The School of Pharmacy has the following facilities located at various sites across
campus:

The School moved to Pharmacy Hall, a seven-story facility on Pine Street, in
1982. Situated at the west entrance to the campus. Pharmacy Hall houses class-
rooms and lecture facilities, research laboratories, conference rooms and
administrative offices for the School of Pharmacy. Pharmacy Hall also houses a
GMP (Good Manufacturing Practices) facility capable of producing drugs for
human consumption. Some members of the Department of Pharmacy Practice
and Science are located two blocks away in the five-story Allied Health Build-
ing, which opened in 1992. Located at 100 Penn St., it is diagonally across from
the Maryland Pharmacists Association offices in the Kelly Building at 650 W.
Lombard St. School staff and faculty members are also located in the Century
Building, 506 W. Fayette St., Greene Street Building, 100 N. Greene St.; and
the University of Maryland Biotechnology Institute on Lombard Street.

School of Pharmacy

I

The Pharmacy Learning Center, opened in 1999, houses teaching laborato-
ries, student computer facihties, a lecture hall, classrooms, seminar rooms, a
student lounge, a facility for Web-based instructional development, and faculty
offices. The building, located at HON. Pine St. is wired for Internet access. Pro-
jection systems enable presenters to make PowerPoint presentations and utilize
Web sites in their lectures.

Pharmacy Computing and Network Services is responsible for the mainte-
nance of the School of Pharmacy's computer system and network. Computing
and Network Services is located at HON. Pine St., Room 127. The School's
switched Ethernet (connected via a Cisco Catalyst 5505 ) network spans five sep-
arate buildings — Pharmacy Hall, Allied Health, Century Building, 100 N.
Greene St., and the new Pharmacy Learning Center — totaling 300-plus nodes.
The connection with the campus is a 100 Mbit full-duplex link to the campus
Cisco 7513 router as are the connections between the School's five buildings. The
School runs most of its applications off of Novell NetWare 5 fileservers but also
uses Windows NT servers for a variety of applications, including the School's
developing intranet using the School's NDS tree. In addition, the department
maintains the School's PCs, including Macs and the Silicon Graphics Indy, which
acts as the School's primary Web server.

The Computational Chemistry Laboratory is used for the study of bio-
chemical systems via mathematical models. The goal of these studies is to better
understand the relationship of the three-dimensional structure and dynamics of
biological molecules to their physiological function. Such knowledge allows for a
detailed analysis of the molecular basis of disease, a rational basis for the design of
therapeutic agents. These approaches greatly increase the efficiency of the drug-
discovery process and can lead to significant savings of time and money, which
may ultimately be passed on to the consumer.

The Department of Pharmaceutical Sciences facilities are equipped with
modern chemical instrumentation, including ultraviolet-visible spectrometers, a
Fourier-transform infrared spectrometer, a 300-MHZ NMR spectrometer, sev-
eral mass spectrometers, gas and high-performance liquid chromatography
system, radioactivity counters, high-speed centrifuges, and molecular modeling
workstations. Laboratories provide facilities for conducting research in organic
synthesis, microbiology, natural products, molecular biology, fermentation, enzy-
mology, drug metabolism, computational chemistry, and molecular modeling.
The department also has one of the most modern industrial and pharmaceutical
technology research and manufacturing facilities in the country. It has small-scale
and pilot-scale equipment for the production of liquid, semi-solid, parenteral
aerosols and solid dosage forms. There is also a state-of-the art analytical facility,
which is a focal point for basic and applied pharmacokinetic research and which
plays a major role in enabling faculty members to conduct clinical research in
hospitalized patients. The laboratory is equipped to handle all phases of a drug's
absorption and disposition in animals and/or humans. A Good Manufacturing
Practice facility has also been established in the School.

The School of Pharmacy

STUDENT HONORS AND AWARDS

The School recognizes academic excellence during the fall and spring honors con-
vocation. During the fall ceremony, students receive academic achievement
awards in all classes, based on performance the preceding year. The School also
recognizes leaders of student organizations at this time. The Rho Chi Honor
Society presents its annual book award to the student(s) having the highest acad-
emic GPA. The society also awards certificates to students with GPAs above 3.25.

In the spring, the School honors its graduates. Those in the top tenth of the
class graduate with high honors and those in the second tenth of the class graduate
with honors. Faculty members present the following academic-achievement
awards to members of the graduating class at the spring Graduation Honors
Convocation.

Alpha Zeta Omega Fraternity Prize, Kappa Chapter. The Kappa Chapter
of the Maryland Alumni Chapter of the Alpha Zeta Omega fraternity provides a
prize that is awarded to a student for proficiency in pharmacology.

Andrew G. DuMez Award. In memory of Dr. Andrew G. DuMez, former
dean and professor of pharmacy, Mrs. DuMez provides a gold medal, awarded to
a student for superior proficiency in pharmacy.

Lambda Kappa Sigma-Cole Award, Epsilon Alumnae Chapter. A student
receives this award in memory of Dr. B. Olive Cole, former acting dean, for pro-
ficiency in pharmacy administration.

The Excellence in Pharmaceutical Care Award. The Nontraditional
PharmD Pathway preceptors and mentors give this award to a student who has
excelled in his/her practice setting.

School of Pharmacy Gold Medal of General Excellence. The students who
receive this award have attained the highest general average in the entry-level pro-
gram and in the Nontraditional PharmD Pathway.

William Simon Memorial Prize. In honor of the late Dr. William Simon, a
professor of chemistry in the School for 30 years, a student is awarded a gold
medal for superior work in the field of biomedicinal chemistry.

Frank J. Slama Award from the School's Alumni Association. In tribute to
Dr. Frank J. Slama, Class of 1924, a former professor and head of the Depart-
ment of Pharmacognosy, for over half a century of loyalty and service to his
profession, to the School, and to the Alumni Association, the School's Alumni
Association gives this award to a member of the graduating class who excelled in
extracurricular activities.

Dr. and Mrs. Frank J. Slama Scholarship Fund. In memory of her hus-
band. Dr. Frank J. Slama, former distinguished professor in the School of
Pharmacy, Lillian Slama established this scholarship on August 12, 1975. A stu-
dent receives this award for superior work in the field of biopharmacognosy

Wagner Pharmaceutical Jurisprudence Prize. In memory of her husband,
Manuel B. Wagner, and her son, Howard J. Wagner, both alumni of the School,
the late Mrs. Sadie S. Wagner, and her daughter, Mrs. Phyllis Wagner Brill Sny-
der, fund a prize to a graduating student for meritorious academic achievement in
pharmaceutical jurisprudence.

School of Pharmacy

i

John F. Wannenwetsch Memorial Prize. In memory of her brother. Dr.
John F. Wannenwetsch, a distinguished alumnus of the School, Mrs. Mary H.
Wannenwetsch funds a prize given to a graduating student who has exhibited
exceptional performance and promise in the practice of community pharmacy.

The Conrad L. Wich Pharmacognosy Prize. In appreciation of the assis-
tance that the Maryland College of Pharmacy extended to him as a young man,
Mr. Conrad L. Wich provided a fund. The faculty assembly awards annually the
income from this fund to a student who has done exceptional work throughout
the course in pharmacognosy.

L.S. Williams Practical Pharmacy Prize. A bequest provided by the late
L.S. Williams funds the L.S. Williams Practical Pharmacy Prize given to the stu-
dent having the highest general average throughout the course in basic and
applied pharmaceutics.

STUDENT ORGANIZATIONS

The School has 18 student organizations. The organizations include fraternities,
professional pharmacy organizations, an honor society, high school tutoring/
mentoring, and social organizations that perform a variety of services and activi-
ties for the profession and the community. The PharmD student organizations
operate under the auspices of the Student Government Association. See the list of
student organizations at ivww.pharmacy.umaryland.edu.

PHARMD STUDENT GOVERNMENT ASSOCIATION

The School's Student Government Association coordinates the student govern-
ment activities. Through its officers and committees, the ^GA sponsors
numerous social, service, and educational events. All professional pharmacy stu-
dents belong to the SGA. The executive committee of the SGA includes the
presidents of all school organizations. This committee meets periodically with
School administrators to discuss important issues. At the campus level, the Uni-
versity Student Government Association coordinates the activities of the graduate
school and the six professional schools. USGA representatives are elected by the
students of all seven schools.

PHARMACY GRADUATE STUDENT ASSOCIATION

The purpose of the Pharmacy Graduate Student Association (PGSA) of the Uni-
versity of Maryland School of Pharmacy is: I) to act as an official liaison body
to communicate graduate student concerns to the pharmaceutical sciences and
pharmacy administration officials of the School; 2) to provide a platform for dis-
cussions and suggestions on matters involving graduate students; 3) to
communicate and support research interests of graduate students of the School;

The School of Pharmacy

4) to promote efficient recruitment and orientation of incoming graduate stu-
dents; 5) to promote a better graduate student life; 6) to represent the interests of
graduate students as members of campus-wide organizations; and 7) to recognize,
foster, and reward outstanding leadership among individuals who promote PGSA
ideals.

ALUMNI ASSOCIATION

The mission of the School of Pharmacy Alumni Association is to strengthen and
enhance the School by fostering communications, social interactions, and a sense
of pride in the School. Each year, the association sponsors a spring banquet hon-
oring the graduating class and the 50-year class. The association also awards eight
need-based scholarships to deserving students. The association also plays a leader-
ship role in the School's fund-raising activities. For example, many members
participate in the annual phone-a-thon and are generous donors to the David
Stewart Associates, the major giving club for alumni, friends, and faculty mem-
bers who contribute $1,000 or more annually to the School.

Stanley I'yles, bSl', (left) teaches a student in a community pharmacy.
1 2 School of Pharmacy

I

The University of Maryland

The University of Maryland, located in downtown Baltimore, is the founding
campus of Maryland's public university system and a thriving center of life sci-
ences research and community service. The six professional schools and a
graduate school are dedicated to excellence in professional and graduate educa-
tion, research, public service, and patient care.

With $255 million in sponsored activities for Fiscal Year 2001, the University
uses state-of-the-art technological support to educate leaders in health care deliv-
ery, biomedical science, social services, and law. The campus fosters economic
development in the state by conducting internationally recognized research
to cure disease and to improve the health, social functioning, and just treatment
of the people served. The University is committed to ensuring that the knowl-
edge it generates provides maximum benefit to society, directly enhancing the
community.

HEALTH SCIENCES AND HUMAN SERVICES LIBRARY

The Health Sciences and Human Services Library (HS/HSL) and the Thurgood
Marshall Law Library are the central libraries on the University's campus. The
HS/HSL is distinguished as the first library established, in 1813, by a medical
school in the United States, and it is a national model of state-of-the art informa-
tion technology. The HS/HSL is the regional medical library for 10 southeastern
states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands as part
of the National Network of Libraries of Medicine.

Located at 601 W. Lombard St., the HS/HSL is designed to centralize library
and computing resources. One of the dominant architectural features of the
library is a six-story tower located at the northeast corner of the building. Other
features include a 30-workstation microcomputer teaching lab, a ceremonial
room on the top floor of the tower, and floor-to-ceiling windows with a view of
historic Davidge Hall.

Collections, including audiovisuals, are located in selected professional
schools. These special collections are located in the School of Medicine Learning
Resources Center, Woodward VA Hospital Library, Dental School Independent
Learning Center, School of Nursing Media Center, and Law School Media Ser-
vices Library.

Serving all schools on campus and the University of Maryland Medical Sys-
tem, the library contains more than 338,477 volumes, including over 2,319
periodicals. It is among the 25 largest health sciences libraries in the country.

In addition to traditional services, such as reference support and interlibrary
loan, the HS/HSL offers an array of services. For more information, call
410-706-7996 or visit the HS/HSL home page at www.hshsl.nmaryland.edu.

The University of Maryland

STUDENT AND EMPLOYEE HEALTH

Student and Employee Health provides comprehensive health care to students.
The office is located at the University Family Practice, 29 S. Paca St. Staffed by
family physicians and nurse practitioners, the office is open Monday, Tuesday,
and Thursday, from 8 a.m. to 7 p.m., and Wednesday and Friday, from 8 a.m. to
4:30 p.m.

Patients are generally seen by appointment (by calling 410-328-6645),
although true emergencies can be seen on a walk-in basis. Doctors on call can be
reached at 410-328-8792. The doctor on call will arrange for examination and
care of students needing after-hours care.

Gynecological services, including health maintenance (Pap smears, etc.), fam-
ily planning, and routine procedures, are provided by either the family physicians
or the nurse practitioners. Birth control pills are available at a reduced cost for
students receiving their GYN care through Student and Employee Health. Stu-
dents' families also may receive care at this office through Family Medicine
Associates, the clinical practice of the School of Medicine's Department of Family
Medicine. For an appointment, call 410-328-6645; for information, call 410-
328-8792.

All full-time students must have health insurance. An insurance policy provid-
ing wide coverage, including obstetrical care, is available through the University.
The cost of most of the care provided at Student and Employee Health is covered
largely by the student health fee.

Hepatitis B is an occupational illness for health care providers. It has serious
consequences and can even be fatal. Immunization against Hepatitis B is required
for pharmacy, medical, medical technology, dental, dental hygiene, and nursing
students. The series of three immunizations is given through Student and
Employee Health.

The staff of Student and Employee Health maintain strict confidentiality; no
medical or other information is given to any source without the student's written
permission. Students are required to provide documentation that they have
received immunization against several diseases. For a list of diseases, contact Stu-
dent and Employee Health.

COUNSELING CENTER

The Counseling Center provides services to all students and staff and faculty
members. Services provided include individual counseling, couples counsel-
ing, psychiatric consultation, and medication management. All services are
confidential.

The professional staff includes social workers, a psychologist, psychiatrists,
and a substance abuse specialist. The Counseling Center is not a training site for
students. The staff provides free services, including individual and couples coun-
seling, psychiatric consultation, medication management, assistance with
substance abuse problems, and up to 16 mental health visits.

School of Pharmacy

All students registered at the University pay a student mental health fee as part
of their tuition and are eligible to take advantage of the Counseling Center's ser-
vices. Costs associated with seeing a therapist usually are covered by health
insurance; however, no one is ever denied services based on inability to pay.

The center tries to accommodate students' class schedules. Students can call
the center at 410-328-8404 for an appointment. The center is in the Baltimore
Student Union at 621 W. Lombard St., Suite 218. The hours are 8:30 a.m. to
5 p.m., Monday through Friday, and two evenings until 7 p.m. Messages left
on voice mail after normal office hours will be returned the next business day.
For mental health emergencies after hours, call Student and Employee Health at
410-328-8792.

PARKING AND TRANSPORTATION

Campus parking is available to students. Commuter students must obtain a park-
ing permit which costs $1. The permit allows for parking on campus but does
not guarantee a parking space. Commuters can park at the Lexington Garage
(Lexington and Pine streets) and Koester's open lot (Lexington and Arch streets)
for $3.50 per day. Parking is on a first-come, first-served basis. When spaces are
unavailable, students will be directed to other lots.

Students who live on campus pay for parking by the semester or year and are
guaranteed 24-hour parking in a garage adjacent to their residence facility. For
more information about campus parking, write Parking and Commuter Services,
University of Maryland, 622 W. Fayette St., Baltimore, MD 21201, call
410-706-6603, or go online to www.parking.umaryland.edu.

The campus also sponsors a "Caravan" shuttle bus service that transports
students from designated areas on campus to the main parking facilities and to
several nearby neighborhoods. The service is free to students, faculty, and staff
with University ID. For more information about the schedule, call 410-706-
CVAN (2826), visit www.umbc.edu/transit/caravan/htm, or call the University's
student services office for the schedule and routes (410-706-7117/7714
voice/TTD). The Caravan does not run when the University is closed due to
inclement weather. Call 410-706-8622 for the latest, most reliable information
on campus closings.

Public transportation makes the campus accessible by bus, subway and light
rail. A number of Mass Transit Authority bus routes serve the campus. For more
information, call the MTA at 410-539-5000. The Baltimore Metro Subway runs
from Owings Mills to the Johns Hopkins medical institutions. Stops closest to
campus are at Lexington Market and Charles Center. For more information, call
the MTA number above. The Light Rail runs from northern Baltimore County
to Glen Burnie and the BWI Airport. The stop closest to the University is at Bal-
timore Street. The Maryland commuter train service (MARC) runs from
Camden Station, 301 W. Camden St., to Washington, D.C. For more informa-
tion, call 800-325-7245. The Amtrak train stops at Penn Station, 1500 N.
Charles St. at Mt. Royal Ave. For more information, call 800-523-8720.

The University of Maryland

LIVING IN BALTIMORE

Baltimore is a fun, friendly city with many affordable and convenient housing
options. The Residence Life Office is structured to provide University students
and affiliates with the information they need to find suitable living arrangements
both on campus or off campus. The Residence Life Office is located in Room
122 of the Baltimore Student Union. For more information, call 410-706-7766
or visit www.housing.umaryland.edu.

On-campus housing includes two University complexes — the Baltimore Stu-
dent Union and Pascault Row Apartments — featuring apartments and
dormitory-style rooms as well as unfurnished apartments in a half-dozen privately
owned loft-district buildings on campus. For more information, call the number
above or visit www.housing.umaryland.edu/oncampu5.ht7n.

The University's off-campus housing program is a self-service program
designed to help students and University affiliates identify housing options con-
venient to the University. Although this program is coordinated by University
personnel, it is offered only as a convenient way to facilitate the housing search.
The University does not inspect the properties listed through this program and,
therefore, strongly encourages individuals to personally do so before signing
a lease. Finally, the University has no relationship with the property owners,
landlords, or realtors that list property through this program. For more informa-
tion about off-campus housing, call 410-706-8087 or visit www.housing.
umaryland. edu/offcampus. htm.

THE CITY OF BALTIMORE

In addition to professional opportunities, Baltimore offers a stimulating environ-
ment in which to live and study. Several blocks from the campus is the nationally
acclaimed Inner Harbor area, where Harborplace, the National Aquarium, the
Maryland Science Center, and other facilities share an attractive waterfront with
sailboats, hotels, restaurants, and townhouses. The Baltimore Metro Subway,
Light Rail, and buses link downtown with the suburbs.

Baltimore boasts lively entertainment, world-class museums, fine music, and
professional theaters. For sports fans, Baltimore features Orioles baseball. Ravens
football, and the Baltimore Bayhawks major-league lacrosse team. Oriole Park at
Camden Yards and the Ravens' stadium are a few blocks from campus. The
nearby Chesapeake Bay offers unparalleled water sports and the seafood for
which the region is famous. For more information about Baltimore, visit
www.livebaltimore.com or www.colltown.org.

School of Pharmacy

I

CLOSE TO WASHINGTON, D.C.

The campus is located 50 miles north of the nation's capital — home to many
national professional organizations, including the American Association of
Colleges of Pharmacy and the American Pharmaceutical Association. The
School's proximity to the District of Columbia offers numerous opportunities for
students and faculty members to participate in health care policy and research
programs or activities. Many students complete their experiential rotations with
these organizations. An economic, political, and cultural center, Washington also
affords many researchers access to some of the world's best libraries, including the
Library of Congress and the National Library of Medicine.

Washington also offers countless sightseeing opportunities. Visitors to the
city of monuments, memorials, and museums frequent historic landmarks such
as the Capitol, the White House, and Ford's Theater, as well as explore the
Smithsonian Museums or the National Zoo. Washington is also served by an
excellent public transportation system. For more information about Washington,
visit www.district-of-columbia.com.

The University of Maryland

Doctor of Pharmacy
(PharmD) Program

The Doctor of Pharmacy (PharmD) Program at the University of Maryland has
been developed in partnership with practitioners from all areas of pharmacy and
emphasizes problem solving, critical thinking, patient-focused content, and expe-
riential opportunities across the breadth of practice. Due in part to this
innovative curriculum, the School is ranked seventh among the nation's 84 phar-
macy schools. In addition to the full-time day PharmD program, the School
offers a Nontraditional PharmD Pathway as a mechanism for licensed, practicing
pharmacists to earn the PharmD degree. The School uses a rolling admissions
process. Information about the PharmD program can be viewed on the Schools
Web site: www.pharmacy.umaryland.edu.

GOALS OF THE DOCTOR OF PHARMACY CURRICULUM

The goals and objectives of the PharmD program are consistent with the
School's strategic plan:

• The School of Pharmacy seeks to help individuals gain the knowledge
and skills necessary to begin pharmacy practice, and in so doing, accept
and perform professional responsibilities with competence. Graduates
should have the ability to adapt their practice to the changing health
care system and should be prepared to engage in a continuing program
of professional development.

• The professional curricula will be innovative and flexible, based on
strong basic sciences, have extensive clinical content taught by practice-
based faculty members and emphasize the development of problem
solving and collaborative skills. The curricula also will provide the
opportunity for advanced professional and clinical education.

• The School seeks to create an educational community that extends
beyond traditional classroom sites and offers students and faculty
members a variety of learning environments. These will include cultural
and interprofessional programs which broaden the experiences of our
graduates.

School of Pharmacy

GENERAL ADMISSIONS INFORMATION

Admissions and application information for the PharmD Program may be
obtained by calling 410-706-7653 or 800-852-2988 or by writing to the School
of Pharmacy, University of Maryland, 20 N. Pine St., Room 224, Baltimore, MD
21201-1180, ATTN: Admissions. For students interested in the Nontraditional
PharmD Pathway, the address is School of Pharmacy, University of Maryland, 20
N. Pine St., Room 224, Baltimore, MD 21201-1 180, ATTN: Nontraditional
Pathway.

Inquiries about the admissions process may be sent by e-mail to PharmD
help@rx.umaryland.edu. The admission, application, and programs information
for the PharmD programs are as follows:

Admissions Information

An admissions committee comprised of faculty members and students reviews
official transcripts and PCAT results to make admissions decisions. Applicants
with strong academic credentials and PCAT scores are invited to interview with
faculty members, alumni, and students. During the interview, the applicant is
assessed on factors such as professional and social awareness, verbal and written
communication skills, integrity, maturity, and motivation. Following the inter-
view, the admissions committee makes a decision based on the applicants'
academic achievement, PCAT scores, and qualities evaluated during the inter-
view. Academic achievement and/or high PCAT scores do not, in themselves,
ensure acceptance.

While a minimum GPA of 2.5 (A — 4.0) is required for admissions consider-
ation, the average entering GPA of the fall 2000 first-year PharmD students was
3.5. Average PCAT scores of admitted students were above the 80th percentile in
each of the five areas of the exam. Competition for admission is high, and appli-
cants with GPAs below 2.9 have an extremely low probability of admission. All
applicants must present evidence (via official transcripts) of having completed the
prepharmacy coursework with grades of at least a C or better.

PREPHARMACY COURSEWORK

Applicants must complete a minimum of 63 semester hours of coursework of
pharmacy prerequisites for admission into the PharmD program. At least one
semester of this coursework must be taken at an accredited institution in the
United States. To enroll in prepharmacy coursework, applicants must apply
directly to an accredited college or university, not to the School of Pharmacy.
Most institutions have designated prepharmacy programs and advisors. The
School of Pharmacy does not provide any specific information regarding course con-
tent and/or requirements for admission into these prepharmacy programs.
Prerequisites for admission into the PharmD program are as follows:

Doctor of Pharmacy (PharmD) Program

TYPICAL # OF TYPICAL # OF

COURSE SEMESTERS CREDIT HOURS

English (Comp/Lit)

6

Calculus

4

Statistics

3

Biology

4

Microbiology

4

General Chemistry

8

Organic Chemistry

8

Physics

8

Humanities/Social Sciences

18

TOTAL 63 minimum

INTERNATIONAL STUDENT APPLICANTS

International student applicants must follow the procedure described above to
apply for admission to the PharmD program. Additionally, students who are not
citizens or permanent residents of the United States must submit the results of
the TOEFL, certified official copies of transcripts, a statement of financial sup-
port, a supplementary information sheet, and a summary of educational
experiences. These must be submitted with the application and the application
fee to the office of records and registration. International students are also
required to take the PCAT Therefore, it is essential that international students
start the admissions process early.

The School does not accept applicants who have attended only a foreign edu-
cational institution. The School, due to its small size, cannot adequately certify
international credentials and relics on the evaluation performed by other institu-
tions. In addition, experience shows that international students benefit from
taking courses at other U.S. institutions before entering our program. Interna-
tional students should be familiar with the rules and regulations of the
Immigration and Naturalization Service, which grants admission to the United
States.

INTERNATIONAL PHARMACIST APPLICANTS

International pharmacists are also eligible to apply to the School's PharmD pro-
gram and then upon graduation become eligible to complete state licensure
exams. Credit may be given for equivalent coursework previously completed with
a grade of C or better. Credit may be awarded after an evaluation of the course
and an assessment of student knowledge by the coursemastcr Based on the struc-
ture of the curriculum, incernational pharmacists typically enter the first or

School of Pharmacy

second professional year of the four-year PharmD program. Admission is based
on an evaluation of applicant credentials by the admissions committee. Interna-
tional pharmacists are encouraged to take the PCAT exam to assess background
knowledge.

APPLICATION PROCEDURE

Applicants must follow the procedure described below to apply to the PharmD.
Application forms are typically available in August for the following academic
year. To apply, applicants should follow the procedure below:

• Request an application from www.pharmacy.umaryland.edu, call
410-706-7653/800-852-2988, or write to the following address for an
application and other admissions information:

School of Pharmacy
University of Maryland
20 N.Pine St.

Baltimore, MD 21201-1180
ATTN: ADMISSIONS.

• Submit a completed application and materials by the deadlines:

March 1 Application

May 1 Transcripts and PCAT scores

• Submit official transcript(s) from all higher education institutions
attended. Prepharmacy coursework must be completed before the start
of classes in the fall semester of application with a grade of C or better.

• Submit the required nonrefundable application fee. Make check payable
to: University of Maryland.

• Take the Pharmacy College Admission Test in October or January and
forward the scores to the School. Applicants may request a PCAT appli-
cation at the phone number or address above.

PHARMD PROGRAM DESCRIPTION

The four-year Doctor of Pharmacy program is divided into six levels: Funda-
mentals, Basic Science, Pharmaceutical Science, Integrated Sciences and
Therapeutics, Experiential Learning, and Curriculum Practice Interface. The aca-
demic focus of each level is described below:

Level I: Fundamentals

Students entering the PharmD program have diverse educational and life experi-
ences. Level I addresses these diversities with introductory courses covering the
concept and scope of pharmaceutical care, pharmacy practice in general, and the
variety of disciplines that will contribute to pharmaceutical education. Students
are provided the skills and scientific principles and concepts fundamental to

Doctor of Pharmacy (PharmD) Program 2 1

subsequent curricular experiences. Students develop professional attitudes and
behaviors that extend throughout the curriculum.

Level II: Basic Sciences

During Level II of the curriculum, students build on the fundamentals of Level I
through a comprehensive examination of basic biological, chemical, physical,
social, and behavioral sciences. These elements provide the foundation for under-
standing pharmaceutical sciences and the complexities of drug action and use.

Level III: Pharmaceutical Sciences

Level III addresses pharmaceutical science content areas as they relate to the
needs of patients in the total health care environment. The provider of pharma-
ceutical care must possess a detailed and comprehensive understanding of the
physical, chemical, biological, and psychosocial factors affecting the outcomes of
drug therapy in specific patients with specific diseases.

Level IV: Integrated Sciences and Therapeutics

Level IV addresses the extensive interweaving of basic pharmaceutical and clinical
science as well as the interrelated bodies of knowledge involved in total pharma-
ceutical care. Students build upon their basic and pharmaceutical science
background as they actively participate in a variety of didactic and laboratory
experiences to design, implement, manage, and monitor individualized pharma-
ceutical care plans. Students learn to appreciate that the successful outcomes of
drug therapies depend on complex physical, chemical, biological, and psychoso-
cial interactions within human systems, and therefore require individualized
attention to patients during the design and delivery of pharmaceutical care. This
application of these principles is taught by presenting diseases of different body
systems within the broader context of public health, epidemiology, prescriber
education, disease prevention, and health promotion issues.

Three progressive components are used to present each disease. The first com-
ponent reviews the drugs and biologicals used to treat specific disease processes
and emphasizes comparative features underlying the choice of agent (Pharmaco-
dynamics and Pharmacokinetics). Chemical properties, such as solubility and
stability, that determine the choice and use of the products, are discussed (Bio-
medicinal Chemistry and Pharmaceutics). The availability and comparative
advantages of drug dosage formulations and delivery systems are considered as
they relate to the optimum use of drug products during acute or chronic care
(Biopharmaceutics).

The second component illustrates how the links between the scientific knowl-
edge of the disease, available drug products, and the variables underlying a
particular patient's condition are important to developing the most appropriate
therapeutic plan. Methods for the choice of drug products, definition of specific
goals of therapy, including how to assess whether these goals are being achieved,
and active intervention steps to ensure successful outcomes of drug therapy, are
developed (Therapeutics). Methods for monitoring, identifying, and responding
to untoward consequences of drug therapy are identified (Toxicology and Adverse

School of Pharmacy

ll

Drug Reactions). The choice and design of specific acute and chronic drug ther-
apy, the impact of a variety of patient-related variables on dosage regimens, and
the modification of dosage regimens in response to changing patient needs are
developed (Clinical Pharmacokinetics). Students develop skills as they practice
counseling patients about their therapeutic plans in particular and providing
health education in general (Counseling and Education).

The third component links the knowledge base of the first two components
with appropriate ongoing methods for drug use review, medical audits, and cost
considerations. The emphasis is on identifying specific interventions to improve
prescribing patterns and reduce the cost of health care (Drug Use Evaluation).

Level V: Experiential Learning

Experiential learning is a series of structured learning and training activities dur-
ing which students work under the supervision of experienced clinical and
academic faculty in a variety of health care settings. Students obtain and apply
knowledge and skills necessary for successful delivery of pharmaceutical care and
develop competence, confidence, and maturity as responsible professionals. An
innovative feature of the program is that experiential learning activities occur
throughout the curriculum and are linked to didactic courses. A total of 33 cred-
its in experiential courses (approximately 1,600 hours) are required for the
Doctor of Pharmacy degree. All students must complete at least 24 credits (1,100
hours) of experience devoted to pharmaceutical patient care. Successful comple-
tion of the experiential learning portion of the School's curriculum is accepted by
the Maryland Board of Pharmacy as meeting the internship requirements to sit
for the NABPLEX licensure examination.

The Experiential Learning portion of the PharmD curriculum is organized
into the six phases described below:

Phase 1: Introduction to Professional Pharmacy Practice. This early prac-
tice experience introduces students to the professional responsibilities of
pharmacists in a variety of practice environments, including community, hospi-
tal, and specialty settings. Students will also examine the spectrum of career
opportunities available to today's pharmacist and begin developing basic practice
skills.

Phase 2: Longitudinal Pharmaceutical Care. During the second and third
years of the curriculum, students observe and participate in the delivery of phar-
maceutical care to patients. For each course, students follow the changing needs
of a patient for one year within the context of the total health care system.
Through direct patient encounters and discussion sessions, students learn to
assess health status, communicate effectively, and determine pharmaceutical care
needs from a holistic perspective. These activities are linked to material covered
in the didactic curriculum.

Phase 3: Safe Medication Order Processing. Activities during this phase
develop students' competency and proficiency in the technical functions of drug
dispensing and distribution in institutional and community pharmacy settings.
Students learn to receive, interpret, and verify the appropriateness of prescription
orders and to efficiently dispense a variety of manufactured and compounded

Doctor of Pharmacy (PharmD) Program

Experiential Learning Map

Elective Experiences

Minimum of 8 Credits

Pharmaceutical Care

Community
Institutional
Clinics
Alternative Practice

Information
Services

Safe IVIedication
Order Processing

Community
Institutional

Longitudinal Care II
Longitudinal Care I

Introduction to
Professional Practice

medications. Emphasis is placed on communication, prevention of medication
errors, the role of technology, and supervision of ancillary personnel in the med-
ication order process.

Phase 4: Pharmaceutical Care. Students gain experience in the delivery of
pharmaceutical care in a variety of practice environments, including community-
based and acute-care hospital pharmacies, as well as ambulatory primary care and
interdi-sciplinary clinics. Through daily encounters with patients and other health
care providers, students learn to collect patient-specific data, identify and assess
drug-related problems, develop monitoring plans, and measure therapy out-
comes. Further, students learn to educate patients and health care professionals
regarding the appropriate use of drugs.

School of Pharmacy

I

Phase 5: Informational Services. Activities during this phase, which occurs
simultaneously with Phase 4, require students to provide drug information in
the context of dehvering pharmaceutical care. Students learn to receive a question
in a comprehensive fashion, thoroughly analyze and research questions, and pro-
vide appropriate answers ro other health care providers and to patients and their
families.

Phase 6: Elective Experiences. Elective rotations allow students to pursue
their own areas of interest. Electives in general practice environments enable stu-
dents to develop greater skill, proficiency, and confidence. Electives in specialty
pharmacotherapeutic practice areas, alternative forms of advanced practice man-
agement, and research afford opportunities to explore a variety of practice
options. This phase is linked to a senior colloquium.

Student's performance during all six phases is evaluated by both clinical and
academic faculty. Experiential rotations are not permitted at sites where stu-
dents are working for pay or where any other conflict of interest situation
may exist.

Level VI: Curriculum Practice Interface

The sixth and final level of the curriculum contains a variety of educational expe-
riences for students about to enter practice. Required and elective content areas
provide the curricular-based interface with pharmacy practice that builds on the
preceding didactic and experiential components of the curriculum. The capstone
nature of this interface reflects the acquisition and appreciation of information
that:

• is on the cutting edge of pharmacy practice,

• represents closing options for individual curricular pathways, or

• helps prepare students for a post-graduate education.

Students learning at the interface are expected to be under continual change
and development. One goal of this level is to allow each senior student, following
completion of his or her experiential components, time to consider an individual
practice in the context of the total health care environment. An important part of
this interface, therefore, is the opportunity for students to reflect interactively
upon their educational experiences with fellow students, faculty members, and
practitioners.

In the curriculum, students are trained to perform well at the patient level as
well as the health system level. For example, on the patient level, students become
active participants in the development of patient therapeutic plans. They select
appropriate dosage forms, routes of administration, and dosage schedules. They
prepare medications for patient use, counsel patients, maximize patient adher-
ence to drug therapy, and assess therapeutic objectives. On the system level,
students participate in medication-use process with other health care providers,
assist patients in public health education programs, monitor pharmacoeconomic
and pharmacoepidemiology issues in health care delivery, and participate in the
formation of health policy.

Doctor of Pharmacy (PharmD) Program

CURRICULUM PATHWAYS AND ELECTIVES

The central curricular theme, primary pharmaceutical care, encompasses the edu-
cational experiences common to all students in the program. All students must
successfully complete the required core curriculum, which prepares them for
competent performance of basic pharmaceutical care in a variety of professional
and practice settings. To supplement the required core curriculum, students take
more than 21 percent (28 credits) of the four-year curriculum from the didactic
and experiential electives. This portion of the curriculum provides students with
an opportunity for flexible programming of their educational experiences. In col-
laboration with their academic advisors, students use electives to develop a Plan
of Study that is consistent with their personal interests and career goals. Student's
Plan of Study is used to enhance their general practice of pharmaceutical care, to
focus on a particular area of practice, or to prepare for post-graduate studies.

Students may select freely from elective options to design their Plan of Study or
may choose one of five model pathways Aes'igntA to enhance their preparation for
common areas of interest. The model pathways generally account for 16 to 18 of
the 28 elective credits required for the degree. Therefore, students' selection of a
model pathway still provides them considerable flexibility in selection of addi-
tional electives.

Faculty pathway coordinators, who design and maintain the integrity of the
pathways, and faculty advisors with expertise in each pathway area serve as con-
sultants to students for information on career opportunities resulting from a
particular pathway. Students have freedom of choice in selecting a pathway. Stu-
dents, not choosing to take all courses in a specific pathway, can select elective
courses from multiple pathways as part of their personal Plan of Study, provided
they complete the appropriate prerequisites. Faculty have developed the following
five model pathways:

ADVANCED PHARMACY PRACTICE

The goal of this pathway is to prepare students to implement pharmaceutical care
in a variety of practice settings. This pathway provides a series of didactic and
experiential courses designed to enhance competence in delivering pharmaceuti-
cal care in general practice and in delivering health care to special populations
such as the elderly; to enhance knowledge of special pharmaceutical products,
business and managerial skills needed to successfully deliver new services; and to
provide experience in applying these professional and managerial skills in a vari-
ety of advanced practice settings.

GERIATRIC PHARMACY PRACTICE

This pathway is designed to prepare graduates to work with older individuals in a
variety of practice settings or pursue advanced degrees (PhD, MPH) or training

26 School of Pharmacy

I

(fellowships, residencies) in the area ot geriatrics or gerontology. By completing
this pathway, graduates will learn essential principles to manage medication-
related issues as well as understand the complexities in caring for the elderly.
Outcomes are to develop a database of current students and graduates focusing in
the area of geriatrics. Students selecting this pathway must complete 12 credits:
the core 5 credits of didactic electives, 4 credits of other geriatric-focused electives
or special projects, and 3 credits of geriatric-focused geriatric rotations.

MANAGEMENT

This pathway is designed to prepare students for management careers in corpo-
rate pharmacy, to develop entrepreneurial capabilities, and to prepare students for
post-PharmD management residencies and/or MBA programs. Students take a
series of didactic and experiential courses in personal management, practice man-
agement, organizational behavior, financial reporting and analysis, marketing,
and working with managers in health care settings.

PHARMACOTHERAPY

The goal of this pathway is to enhance students' ability to independently
optimize, implement, and monitor drug therapy in patients with complex health
problems. This pathway offers a series of didactic seminar courses in pharma-
cotherapy and advanced therapeutics, coupled with advanced clinical
experiences. The clinical experiences involve direct drug therapy management
of patients in general medical and sub-specialty environments. Students com-
pleting this pathway are encouraged to pursue post-PharmD training in
residencies and fellowships and to eventually pursue specialty board certification
in pharmacotherapy.

RESEARCH

The goal of this pathway is to expose students to research and better prepare
them for graduate studies or postgraduate fellowships. Students selecting this
pathway take courses in advanced educational opportunities and advanced semi-
nar courses in selected scientific areas. They receive research experiences, working
directly with faculty scientists, and take a senior colloquium. Students are also
encouraged to pursue the PharmD/PhD dual degree program (see the "PharmD
Dual Degree Programs" section).

PHARMD PROGRAM SUMMARY

The faculty continue to revise the curriculum based on the dynamics of phar-
macy education, the needs of practice, and the students. The exact nature of the

Doctor of Pharmacy (PharmD) Program 27

curriculum may vary from class to class. The following describes the PharmD
curriculum bv semester.

COURSEWORK

MINIMUM SEMESTER CREDITS

Didactic

99 credits

79 Required

20 Elective

Experiential

33 credits

25 Required

8 Elective

TOTAL 132 credits

Coursework by Semester

The outline below suggests when electives can be taken. Electives can be taken
during most fall, winter, spring, and summer semesters. The following outlines
the curriculum for the current and future classes by semester.

Proposed Transition Curricul

urn for Fall 2001 -Spring 2003

For the Class of 2005

For the Class of 2006

FALL 200! CREDITS

FALL 2002 CREDITS

FIRST-YEAR COURSES

FIRST-YEAR COURSES

PHAR 5 1 0 — Biochemistry

3

PHAR 5 1 0 — Biochemistry

3

PHAR 5 1 3— Drug Chemistry

2

PHAR 5 1 3— Drug Chemistry

2

PHAR 514— Human Biology 1

3

PHAR 5 1 4— Human Biology i

3

PHAR 5 1 6— Pharmacy Prac & Educ

2

PHAR 5 1 6— Pharmacy Prac & Educ

2

PHAR 522— Context of Health Care

3

PHAR 522— Context of Health Care

3

PHAR 523— Ethics in Pharmacy

PHAR 523— Ediics in Pharmacy

Practice

1

Practice

1

PHPC 5 1 0— Intro to Professional

PHAR 526— Physical Chemistry

2

Practice 1

1

PHPC 510 — Intro to Professional
Practice 1

1

17

SPRING 2002 CREDITS

SPRING 2003 CREDITS

FIRST-YEAR COURSES

FIRST-YEAR COURSES

PHAR 5 1 7— Study Design

PHAR 520— Molecular Biology

PHAR 520— Molecular Biology

PHAR 524— Human Biology II

PHAR 524— Human Biology II

PHAR 531 — Pharmaceutical Chemistry

PHAR 525— Immunology

PHAR 537— Principles of Drug Action

PHAR 526— Physical Chemistry

PHAR 54 1 — Biopharmaceutics/Kinetics

PHAR 537— Principles of Drug Act

PHPC 520— Intro to Professional

PHPC 520— Intro to Professional

Practice II

1

Practice II

Didactic Electives

2

Didactic Electives

TOTAL

17

16

School of Pharmacy

a

FALL 2002 CREDITS

FALL 2003 CREDITS

SECOND-YEAR COURSES

SECOND-YEAR COURSES

PHAR 530— Microbiology/Antibiotics 1 3

PHAR 5 17— Study Design 2

PH AR 53 1 —Pharmaceutical Chem 2

PHAR 525— immunology 2

PHAR 532 — Patient Assessment 1

PHAR 530— Microbiology/Antibiotics 1 2

PHAR 534— Human Biology III 3

PHAR 532— Patient Assessment 1

PHAR 536— Pharmacology 1 3

PHAR 533— Medicinal Chemistry 1 1

PHAR 541 — Biopharmaceutics/Kinetics 3

PHAR 534— Human Biology III 3

Didactic Electives 2

PHAR 536— Pharmacology 1 3

Didactic Electives 2

TOTAL 1 7

16

SPRING 2003 CREDITS

SPRING 2004 CREDITS

SECOND-YEAR COURSES

SECOND-YEAR COURSES

PHAR 535— Pharmaceutics

3

PHAR 535— Pharmaceutics 3

PHAR 540— Microbiology/Antibiotics 1

1

PHAR 540— Microbiology/Antibiotics II 2

PHAR 542— Clinical Chemistry

1

PHAR 542— Clinical Chemistry 1

PHAR 544— Medicinal Chemistry

3

PHAR 543— Medicinal Chemistry II 2

PHAR 545 — Practice Management

3

PHAR 545— Practice Management 3

PHAR 546— Pharmacology II

3

PHAR 546— Pharmacology II 3

PHPC 532 — Longitudinal Care

1

PHPC 532— Longitudinal Care 1

Didactic Electives

2

Didactic Electives 2

TOTAL

17

17

For the Classes of 2002. 2003. 2004

SEMESTER ONE

CREDITS

PHAR 51 1— Biochemistry

3

PHAR 5 1 2— Cell Biology

2

PHAR 5 13— Drug Chemistry

2

PHAR 5 14— Human Biology 1

3

PHAR 5 1 5— Personal Management 1

PHAR 516 — Pharmacy Practice and Education

3

PHAR 5 1 7— Study Design and Analysis

2

TOTAL

16

Doctor of Pharmacy (PharmD) Program

SEMESTER TWO

CREDITS

PHAR 521— Biology Chemistry II

3

PHAR 522— Context of Health Care

3

PHAR 523 — Ethics in Pharmacy Practice 1

PHAR 524— Human Biology II

3

PHAR 525 — Immunology

2

PHAR 526^Physical Chemistry

2

PHPC 527— Introduction to Professional Practice 1

Didactic Electives

2

TOTAL
SEMESTER THREE

17
CREDITS

PHAR 530— Microbiology/Antibiotics 1

3

PHAR 531— Pharmaceutical Chemistry

2

PHAR 534— Human Biology III

3

PHAR 536— Pharmacology 1

3

PHAR 537 — Principles of Drug Action

2

PHAR 541 — Biopharmaceutics and Pharmacokinetics

3

Didactic Electives

2

TOTAL
SEMESTER FOUR

18
CREDITS

PHAR 535— Pharmaceutics

3

PHAR 540— Microbiology/Antibiotics II 1

PHAR 542— Clinical Chemistry 1

PHAR 544— Medicinal Chemistry

3

PHAR 545— Practice Management

3

PHAR 546— Pharmacology II

3

PHPC 532 — Longitudinal Pharmaceutical Care 1 1

Didactic Electives

2

TOTAL

School of Pharmacy

[|

For all Years

SEMESTER FIVE

CREDITS

PHAR 552— Principles of Human Nutrition 1

PHAR 553 — Population Based Medical Information Analysis

2

PHAR 554 — Integrated Science/Therapeutics 1

4

PHAR 555 — Integrated Science/Therapeutics II

4

Didactic Electives

4

TOTAL
SEMESTER SIX

15
CREDITS

PHAR 564 — Integrated Science/Therapeutics III

4

PHAR 565 — Integrated Science/Therapeutics IV

4

PHPC 562— Longitudinal Pharmaceutical Care II 1

Didactic Electives

6

SEMESTER SEVEN

CREDITS

PHPC 570 — Safe Medication Order Processing in

1 Community Pharmacy

PHPC 571— Safe Medication Order Processing in

1 Institutional Pharmacy

PHPC 572— Pharmaceutical Care 1

PHPC 573— Pharmaceutical Care II

TOTAL
SEMESTER EIGHT

12
CREDITS

PHAR 580— Pharmacy Law

2

PHAR 58 1 —Senior Colloquium 1

PHPC 574— Pharmaceutical Care III

3

PHPC 575— Pharmaceutical Care IV

3

PHPC 576— Ambulatory Clinic' 1

PHPC 577 — Informational Services'

2

Experiential Electives^

8

Didactic Electives

4

TOTAL
GRAND TOTAL

24
132 MINIMUM CREDITS

'Students cake concurrently with Pharmaceutical Care Rotations.

^Students complete experiential rotations at various times during the year but

register for the rotations in the semesters listed.

Doctor of Pharmacy (PharnnD) Prograr

NONTRADITIONAL PHARMD PATHWAY

The Nontraditional PharmD (NTPD) Pathway is for Hcensed pharmacists who
have a Bachelor of Science in Pharmacy degree and seek to earn the Doctor of
Pharmacy degree. The admission, apphcation, and program information follows.

ADMISSIONS INFORMATION

To be considered for admission to the Nontraditional PharmD Pathway, BS
pharmacists, including pharmacists who graduated from international institu-
tions, must complete the application and admission requirements listed below.
Once pharmacists have demonstrated that they meet those criteria, they will be
considered for admission. A description of required documentation and other
elements of the admissions process will be provided in the application packet.
Because of the highly interactive nature of the pathway, the School cannot
accommodate more than 60 new students each year.

An admissions committee comprised of faculty and students reviews official
transcripts and PCAT results to make admissions decisions.

APPLICATION PROCEDURE

Applicants must follow the procedure described below to apply to the Nontradi-
tional PharmD Pathway. Application forms are typically available in August for
the following academic year. To apply, applicants should follow the procedure
below:

• Request an application from www.pharmacy.umaryland.edu, call
410-706-0761 or write:

School of Pharmacy

University of Maryland

20 N. Pine St.

Baltimore, MD 21201-1 180

ATTN: Nontraditional PharmD Pathway

• Request and submit a completed application by the deadline:

July 1 Application

August 1 All supporting documents

• Submit the required nonrefundable application fee. Make check
payable to: University of Maryland.

• Must be licensed in Maryland, the District of Columbia, or an adjacent
state.

School of Pharmacy

Must practice in Maryland, the District of Columbia, or areas of sur-
rounding states to have access to the pathway's mentoring system.
Must provide confirmation of access to patients to meet pathway
requirements.

PROGRAM DESCRIPTION

The Nontraditional PharmD (NTPD) Pathway is for licensed pharmacists who
have a Bachelor of Science in Pharmacy degree and seek to earn the Doctor of
Pharmacy degree. All graduates will be required to meet the terminal perfor-
mance outcomes of the School's PharmD program, with at least 30 credits of
coursework. Since each nontraditional student brings to the program a different
level of practical experience, knowledge and skills developed throughout a prac-
tice career, a system of Prior Learning Assessment (PLA) has been developed to
individualize a program of study and award up to 10 credits when appropriate. It
should be noted that the awarding of credit through assessment of prior learning
does not exempt a participant from responsibility for any of the process- or
knowledge-based outcomes of the program.

The foundation of the NTPD Pathway is the development of the knowledge,
skills, and abilities for the delivery of pharmaceutical care. Credits in the NTPD
Pathway may be earned by taking courses from a faculty-approved plan of study,
through supervised experiential learning, by approved self-study or electives with
appropriate assessment, and through PLA. Examples of required pathway courses
include Principles of Pharmaceutical Care, Principles of Literature Evaluation,
Medical Information Analysis, Patient Assessment, and in-depth Pharmacothera-
peutics for prevalent diseases. In Practice Management, candidates will
demonstrate the ability to assess resources, to fiscally and behaviorally manage a
practice, to measure the value of service(s), to establish fees and reimbursement
policies, and to market and promote pharmaceutical care services.

Courses are offered at the University of Maryland in downtown Baltimore,
and selected course content may be offered through distance education facilities
in Maryland. Required classes are planned for the fall and spring semesters; how-
ever, first-year students will always begin in the fall semester. Unless they have
been approved for a leave of absence, students will be expected to enroll in at least
one course each semester. Most students complete the program in three to four
years; however, all 30 credits must be earned within seven years of initiation of
coursework.

Experiential Learning

Experiential learning will be centered in the pharmacist's own practice site, under
the supervision of a faculty mentor; one credit of clerkship experience is required
at other sites. The faculty mentor will work closely with each pharmacist to iden-
tify an appropriate mix of his or her own patients and to develop an experience
component that will meet individual needs, satisfy pathway requirements, and

Doctor of Pharmacy (PharmD) Program

benefit patients. Beginning with the initial patient identified as a study case, stu-
dents will learn to triage, develop explicit pharmaceutical care plans, and initiate
the patient management process. To monitor progress and provide feedback to
students, faculty mentors will use performance-based evaluation.

While the central philosophy of the NTPD experiential learning component
is to provide for an impact on patients in the pharmacist's own practice, it is
anticipated that it will not always be possible to completely meet experiential
learning objectives at that site. When it is necessary for exposure to the delivery of
pharmaceutical care services at other practice sites, every effort will be made to
schedule these visitations at convenient times.

PROGRAM REQUIREMENTS

In addition to coursework, the credit requirements of the NTPD may be partially
met through the following three options:

Transfer Credits

NTPD students may transfer up to six credit hours of previous coursework to
meet the NTPD pathway requirements. This coursework must have been com-
pleted after the pharmacist received his or her BS degree and must have been
earned at an accredited university. The coursework must also relate directly to
curricular components of the NTPD pathway. Identification of potential transfer
courses is done at the time of admission, or later if appropriate, through consulta-
tion between the student and the NTPD pathway director. (Note: It is not
possible to obtain additional PLA credit for transfer courses.)

Prior Learning Assessment (PLA)

The Prior Learning Assessment process provides a mechanism through which stu-
dents may earn credit for the knowledge and experience they bring to the
program. To be eligible for PLA credit, students must complete the PLA course
and provide their portfolio for PLA panel evaluation and faculty approval of the
credit recommendation from the panel. The PLA panel is comprised of School
faculty members and pharmacy practitioners. Students may earn a maximum of
10 credits through this process. Credits are partitioned into four areas: Practice
Management Planning (0-1), Community/Institutional Pharmaceutical Care (0-
1), Pharmacotherapeutics (0-4), and Practice Management (0-4). These tour
areas correspond directly to curricular components.

Credit by Examination

The University permits a credit-by-examination process for a course. Information
about the test-out option is provided by each coursemaster. Students who suc-
cessfully complete the entire course by examination may register for Credit by
Examination in the specific area. Students pay a per-course fee, which varies
according to residency status. Upon approval of the coursemaster, students who
successfully complete a discrete section of the examination may not be required

School of Pharmacy

J

CO attend all class sessions and/or modules. In this case, students must still register
for the course and the results of the examination will be factored into the grade
determination. For more information, students may call 410-706-0761 .

PHARMD DUAL DEGREE PROGRAMS

The School offers three dual degree programs for PharmD students who are
interested in gaining specialized expertise in law, business administration, or
research. Students apply to these programs in the second year of the PharmD
program. The dual degree programs have separate admission requirements. The
programs are briefly described below:

PHARMD/JD PROGRAM

The School offers a dual Doctor of Pharmacy/Juris Doctor degree program with
the University of Maryland School of Law for students who wish to pursue the
juris Doctor. The PharmD/JD program allows students to gain the requisite
knowledge in legal skills in a variety of areas. Graduates of this program will be
prepared for careers in a diverse range of health care and legal areas. PharmD stu-
dents can use 16 credit hours obtained from the law curriculum to fulfill their 20
hours of didactic pharmacy electives. Students could complete the dual degree
program in six years.

PharmD students must apply to the JD program and meet all admissions cri-
teria, including submitting results of the LSAT, and adhere to the School of Law's
procedures and deadlines. Admission is not guaranteed. For more information
about the JD program, contact the School of Law at 410-706-3492 or e-mail
admissions@law. umaryland. edu.

PHARMD/MBA PROGRAM

The School offers a dual Doctor of Pharmacy/Master of Business Administration
program with the University of Baltimore Merrick School of Business for stu-
dents who wish to pursue the Master of Business Administration degree. The
PharmD/MBA program allows pharmacy students to take MBA courses as part
of their PharmD curriculum. While in pharmacy school, PharmD students may
complete 21 of the 51 credit hours required in the MBA program.

PharmD students must apply to the MBA program; admission is not guaran-
teed. Students wishing to apply to the MBA program must adhere to University
of Baltimore (UB) procedures and deadlines. Students must also request that the
University of Maryland's Office of Records and Registration send their official
University of Maryland transcript and that the School of Pharmacy Office of
Student Affairs send a copy of their prepharmacy transcripts to UB. Students
applying to this dual program need the equivalent of a bachelor's degree (i.e..

Doctor of Pharmacy (PharmD) Program

either a degree or completion of four years of college). The grade point average
for an entering MBA student is 3.0; however, a lower GPA may be offset by a
higher score on a standardized test (e.g., GMAT, PCAT). For more information
about MBA program admissions, contact the program director at the University
of Baltimore at 410-837-4944.

PHARMD/PHD PROGRAM

The School offers dual Doctor of Pharmacy/Doctor of Philosophy programs in
Pharmaceutical Sciences and Pharmaceutical Health Services Research to prepare
comprehensively trained individuals with an interdisciplinary perspective on
teaching and scientific research. The PharmD/PhD program is a cooperative
effort between the PharmD curriculum and the graduate curricula of the Depart-
ment of Pharmaceutical Sciences and the Department of Pharmacy Practice and
Science. The PharmD and PhD phases of the program run concurrently with
minimal disruption of the academic content or sequencing of the PharmD com-
ponent. This permits dual degree students to progress normally in the PharmD
program and graduate with their class. To achieve this goal, students may take
open vacation periods as well as Research Pathway electives and other elective
options within the PharmD program and apply them toward meeting the
requirements of the PhD degree. Students already in the PharmD program may
be considered for admission to the dual degree program. Dual degree students
can expect to complete their core graduate coursework and be ready for advance-
ment to candidacy for the PhD degree by the time they complete the PharmD
program. Students may complete the requirements for the award of both the
PharmD and PhD degrees in six or seven years.

Consideration for admission to the PhD degree program is contingent upon
satisfying the admission requirements of the University of Maryland Graduate
School. A bachelor's degree is generally required for admission to the graduate
program. Applicants to the PhD programs will be evaluated on the following cri-
teria: the quality of the academic record, standardized test scores (GRE scores of
1600 or better, PCAT scores, and where applicable, TOEFL scores of at least
600), letters of recommendation, interviews, compatibility between the students'
career goals and the objectives of the PhD program, and a GPA of 3.0 or better.

For more information about admissions to the PhD programs, contact the fol-
lowing departments: Pharmaceutical Health Services Research in the Department
of Pharmacy Practice and Science, call 410-706-7613 or e-mail dmuUins@rx.
umaryland.edu. The Department of Pharmaceutical Sciences, call 410-706-0549
or e-mail pscprog@rx.umaryland.edu.

School of Pharmacy

LICENSURE REQUIREMENTS

Students who complete the PharmD degree satisfy the educational requirement
for all state boards of pharmacy in the United States. Graduates are eligible to
take state licensing exams in all states. For more information about licensure as a
pharmacist in Maryland, graduates may contact the Maryland Board of Phar-
macy at 4201 Patterson Ave., Baltimore, MD 21215-2299 or 410-764-4755.

International pharmacists who have received their pharmacy degrees from
non-U. S. institutions have two options to become licensed pharmacists in the
United States. They can apply to the PharmD Program (see the International
Pharmacist Applicants section of this catalog) or complete the Foreign Pharma-
cists Equivalency Examination, which certifies the applicant for the board
examination. Individuals taking this approach would not need to attend the
School of Pharmacy. For more information, write or call the National Association
of Boards of Pharmacy Foundation, Foreign Pharmacy Graduate Examination
Committee, 700 Busse Highway, Park Ridge, IL 60068, 847-698-6227.

Dr. Stuart Haines interviews a patient in an ambulatory care clinu.

Doctor of Pharmacy (PharmD) Prograr

Doctor of Philosophy Programs

Applicants seeking advanced degrees, MS and PhD, in pharmaceutical sciences or
pharmacy administration must apply to the University's Graduate School depart-
ments. Interested applicants should also review the Graduate School catalog for
more specific information about the MS and PhD programs. The PhD programs
in pharmacy practice and science and pharmaceutical sciences are described as
follows. Interested applicants may apply online at http : I I graduate. umaryland.
edu/admissions.html or, if necessary, obtain an application form from the depart-
ment to which they are applying.

Opportunities are available for postgraduate study: residencies, postdoctoral
fellowships, and other professional studies. Contact the department for specific
information.

PHARMACEUTICAL HEALTH SERVICES RESEARCH PHD
PROGRAM DESCRIPTION

The graduate program in Pharmaceutical Health Services Research seeks to train
scholars and researchers in one of four major research areas: economics, epidemi-
ology, behavioral/social sciences, or policy as it relates to the delivery, use, costs,
and safety of pharmaceuticals and other health care products. Each student is
required to select one research area or track of specialization in which they will
take advanced courses and conduct their dissertation research.

Graduates of the program will receive training to: 1) design and carry out
pharmaceutical health services research based on strong training in research
methodology, statistics, one or more pharmacy specialty areas, and a sound
understanding of the U.S. health care system; 2) serve as a knowledgeable
spokesperson to the public and private sectors of health care concerning pharma-
ceutical health services research, practice research, and pharmacy-related policy
issues; 3) interact with members of other health, social, and administrative disci-
plines and initiate and/or collaborate in research endeavors related to
pharmaceutical and other health services; and 4) be an effective teacher both in
academic and nonacademic settings.

PHARMACEUTICAL HEALTH SERVICES RESEARCH
PROGRAM OVERVIEW

The PhD graduate program in Pharmaceutical Health Services Research offers
advanced training by faculty who are regional, national, and international leaders
in the fields of pharmacocconomics, pharmacoepidemiology, pharmaceutical pol-
icy, and the social and behavioral sciences. The specialized curriculum, with an
emphasis on developing research skills, trains students for leadership roles in
academia, government, industry, and consulting.

38 School of Pharmacy

ADMISSIONS INFORMATION

Applicants to the Doctor of Philosophy in Pharmaceutical Health Services
Research should possess a bachelor's or master's degree from an accredited college
or university. Applicants without a Bachelor of Science in pharmacy or a Doctor
of Pharmacy degree will be considered, but, in general, preference will be given to
candidates with previous pharmacy-related education and/or experience.

Applicants must satisfy the general requirements of the University's Graduate
School before consideration for admission to the program. The minimum stan-
dard for admission to the Graduate School is a B average, or 3.0 on a 4.0 scale, in
a program of study resulting in the award of a baccalaureate degree from an
accredited college or university.

APPLICATION PROCEDURE

Applications to the graduate program in Pharmaceutical Health Services
Research should be directed to the following address: Graduate School, Univer-
sity of Maryland, 621 W. Lombard St., Room 336, Baltimore, MD 21201;
410-706-7131. An online application is available at httpJIgraduate.umaryland.
eduladm_appinfo.htm. The following forms and/or documents are required for
processing of an application by the Graduate School:

• Application for admission (three copies)

• Official transcripts (two copies)

• Letters of recommendation (three letters)

• Results of the Graduate Record Exam

• Processing fees for international students

• TOEFL scores

• Statement of financial status

• Immigration documents (form 1-20)

Officially, applications must be received by the Graduate School by July 1 for the
fall semester, December 1 for the spring semester, and by May 1 5 for admission
to the summer semester. However, it is preferred that applications be received as
early as possible. Applicants interested in receiving a teaching assistantship or
research assistantship must apply by March 1. An international student applica-
tion must be received six months prior to the semester of expected entrance.
Contact the department for more information: Pharmacy Administration Gradu-
ate Program, School of Pharmacy, University of Maryland, 100 N. Greene St.,
6th Floor, Baltimore, MD 21201-1 180.

1. In addition to official transcripts and three letters of recommendation as
evidence of academic potential, the student is to submit scores from the
Graduate Record Examination. Graduate Record Examination scores are
used as part of the date on which admission decisions are based but are
seldom the sole criteria for admission.

Doctor of Philosophy Programs

2. Applicants are encouraged to arrange an interview with the Department
of Pharmacy Practice and Science for more information. A limited num-
ber of students who fail to meet these minimum standards may be
admitted to graduate study as provisional students on the basis of out-
standing performance on the Graduate Record Examination and on the
basis of letters of recommendation from competent judges of their per-
formance as students or of their professional capacity. Provisional
admissions carry explicit conditions (e.g., minimal grade requirements
in stipulated courses) that must be met before the student can be
advanced to full graduate status. Specific conditions for admission as a
provisional graduate student may be found in the current edition of the
Graduate School catalog.

PHARMACY PRACTICE AND SCIENCE DEPARTMENT
OVERVIEW

The Department of Pharmacy Practice and Science exists for the purpose of pro-
moting the health and well being of the public by advancing the practice of
pharmacy and generating and disseminating new knowledge related to pharmacy
practice and drug use. The department approaches these goals by: 1) preparing
professional students, graduate students, residents, fellows, and pharmacists for
the future through a variety of academic, training, and mentoring programs; 2)
providing an environment conducive to the development of faculty and staff; 3)
furnishing expertise, support, and leadership to professional, governmental, com-
munity, and health related organizations and agencies; 4) fostering research into
the clinical and social sciences related to pharmacy practice and drug use; 5)
encouraging the development of new and innovative pharmacy practice and role
models; and 6) providing a structure that supports these efforts.

The department values excellence in teaching, practice, research, and service,
and the contributions of its faculty and staff to the department, School, Univer-
sity, state, profession, and health care community.

ACADEMIC PROGRAM REQUIREMENTS

The minimum requirements for a student to receive a doctoral degree in the
Pharmaceutical Health Services Research Graduate Program are detailed below.
Individual students might be required to take additional courses as deemed
appropriate by their curriculum committee. In particular, students without
strong computer programming skills may need elective courses.

Required courses include a group of core graduate courses in pharmacoepi-
demiology, pharmacoeconomics, pharmaceutical policy, and the social and
behavioral sciences, in addition to research methods, and statistics. Students must
complete at least 12 credits of advanced courses in their research track beyond
any core courses. It generally takes two to two-and-a-hah years to complete the
course requirements.

40 School of Pharmacy

I

While many students come to the program with prior graduate work, the
department requires that they take the core courses here. When non-core courses
or the beginning/intermediate statistics requirements are waived, students are
expected to take other advanced courses to complete the course requirements. To
allow flexibility and to ensure that students are well prepared in their area of spe-
cialization, each student is asked to establish a curriculum committee by the end
of their first semester of study.

The following outlines the required core course curriculum for this program:

Core Course Curriculum (33 Credits)

COURSES

CREDITS

PHSR 610— Health Care System

PHSR 620— Social Behavioral

PHSR 650 — Pharmaceutical Econ

PHSR 670— Health Education

PHSR 704— Pharmacopeia

PHSR 701— Research Methods 1

PHSR 702— Research Methods II

PREV 600 — Intro to Epidemiology

Statistics

9

PHSR 709— Seminar*

3

Advanced Cognate

Coursework

12

PHSR 899— Dissertation

12

*Graduate seminar is conducted weekly to inform students and faculty about
new research and current issues. Seminar attendance is mandatory for all gradu-
ate students while in residency. Additionally, students must register for seminar
credit in three separate seminars. Students receive one credit for successfully
preparing and delivering a seminar on an ongoing research project or research
proposal under the direction of a faculty member. Each student must have at least
one seminar credit prior to taking his or her general comprehensive examination.
Furthermore, students must present their dissertation research at least once in a
graduate seminar.

Comprehensive Examination

The purpose of the comprehensive examination is to test students' depth and
breadth of knowledge in the field of pharmaceutical health services research: the-
ory, methods, statistics, and their chosen area of specialization. Students are
expected to be fluent in research techniques, current developments, general
research methods, study designs, statistical methods, and their professional and
ethical responsibilities. Students should not only know the basic concepts, but
also be able to interpret and apply them under various scenarios.

Doctor of Philosophy Programs 4 1

Dissertation

The dissertation is the product of intensive research at the doctoral level, distin-
guished by its deeper, more comprehensive, professional and scholarly treatment
of the subject. The doctoral dissertation is expected to represent independent and
original research in the field of the candidate's graduate study. It must add to
understanding in the candidate's field. The project must be of sufficient difficulty
and depth to test the candidate's ability to carry out research independently, and
it should show a mastery of the skills needed for such research.

Oral Defense of Dissertation Proposal

Students must submit the proposal to the dissertation committee for review and
comment. The student, in consultation with the research advisor, will schedule
the oral examination to defend the research proposal.

Final Oral Exam Defense

After completing the dissertation, the candidate must defend it before the acade-
mic community. The defense is open to all members of the University graduate
faculty. Regulations governing the style, format, and how to submit the disserta-
tion for publication may be obtained from the Graduate School.

Additional Activities

• Teaching experience is required during the first year. Doctoral students
in pharmaceutical health services research are expected to participate as
fully as possible in opportunities to develop their teaching skills.

• Experiential learning is required of all students. In general, a student
does not receive additional credit for experiential learning, but it is a sig-
nificant part of the program.

• Participating in professional meetings and organizations is recom-
mended. Students are encouraged to submit papers to local, regional,
and national professional meetings.

FINANCIAL SUPPORT

Financial support is available to students accepted into the program: graduate
research assistantships funded by the Graduate School, graduate research assist-
antships funded by faculty-sponsored projects, and graduate teaching
a.ssistantships.

I

School of Pharmacy

PHARMACEUTICAL SCIENCES PHD PROGRAM OVERVIEW

Graduate students, staff, and faculty are pursuing a wide range of pharmaceutical
research, such as the underlying biology of disease, mechanisms of drug action,
drug design, and drug product design and evaluation. Pharmaceutical sciences
is the largest graduate program on campus and perhaps the largest of its type
in the United States. This critical mass of graduate students working with over 30
faculty and staff members, provides a stimulating environment for the pharma-
ceutical sciences graduate student.

Components of our multidisciplinary program include the following seven
informal Research Focus Groups: Drug Design, Macromolecular Structure and
Function, Cell-Based Gene/Drug Discovery, Pharmacology and Toxicology,
Neuroscience, Drug Delivery/Metabolism/Pharmacokinetics, and Industrial
Pharmaceutics Research. These focus groups serve as foci for research collabora-
tions, as well as ongoing seminar series and graduate student dissertation research
committees.

PHARMACEUTICAL SCIENCES DEPARTMENT OVERVIEW

The Department of Pharmaceutical Sciences is involved in understanding the
underlying biology of disease, mechanisms of drug action, drug design, and drug
product design and evaluation. The Department of Pharmaceutical Sciences is,
by its nature, a multidisciplinary environment. Disciplines of pharmaceutical sci-
ences can be described in the context of the areas of science that carried an idea
for a cure, all the way to a vial of tablets in the medicine cabinet.

Pharmaceutical sciences contribute to the discovery, design, and development
of drugs. Drug discovery and development is a dynamic process, requiring inte-
grated efforts across classical scientific disciplines. Hence, the graduate program
in pharmaceutical sciences uniquely prepares graduates for mankind's greatest
intellectual and practical challenge: to discover medicines.

ADMISSIONS INFORMATION

Admission to the PhD in Pharmaceutical Sciences graduate program is contin-
gent upon satisfying the admission requirements of the Graduate School. In most
instances, candidates for admission who have earned a BA or BS degree in chem-
istry, biology, biochemistry, engineering, or pharmacy possess adequate
preparation for the graduate program. Selected applicants may be invited for a
personal interview and tour of the facilities.

Prospective students must take the Graduate Record Examination (GRE)
General Test and submit the scores as part of the admissions process. Also, since
entry into the program requires a proficiency in the English language, foreign stu-
dents must obtain a minimum score of 600 in the TOEFL Examination and/or
have taken conversational and written English coursework.

Doctor of Philosophy Programs 43

Applications for admission to the graduate program will be evaluated on the
basis of their timely completion and quality of academic transcripts, GRE scores,
TOEFL scores where appropriate, letters of recommendation, and the student's
research objectives.

APPLICATION PROCEDURE

Applicants for the PhD in Pharmaceutical Sciences must send certain materials to
the University of Maryland Graduate School, while other materials must be sent
to the Department of Pharmaceutical Sciences. Applicants may review admis-
sions procedures and requirements of the University of Maryland's Graduate
School on the Web site or e-mail gradinfo@umaryland.edu or call 410-706-7131
for more information. Applicants must submit the list of materials which follows
to the University's Graduate School at: Graduate Admissions and Enrollment
Services, Baltimore Student Union, Room 336, The Graduate School, University
of Maryland, Baltimore, MD 21201-1550.

• Submit two sets of official Graduate Record Examination (GRE) Gen-
eral Test scores (not copies) and two sets of official Test of English as a
Foreign Language score (if international applicant) with a minimum
score of 600 and/or have taken conversational and written English
coursework.

• Submit two sets of official transcripts or mark sheets.

• Submit the required nonrefundable application fee. Make check payable
to: University of Maryland or use a credit card.

Applicants must also submit the following to the School of Pharmacy Depart-
ment of Pharmaceutical Sciences at: Pharmaceutical Sciences Graduate Program,
School of Pharmacy, University of Maryland, 20 N. Pine St., 4th Floor, Balti-
more, MD 21201-1 180.

• Submit a Statement of Academic Goals and Research Interests. Discuss
concisely your academic objectives pertaining to the pharmaceutical sci-
ences, include contemplated research projects, professional career goals,
and a description of relevant work experience, as appropriate. Type or
print neatly. To facilitate your application's review, denote a primary and
a secondary Research Focus Group (httpsillwww.pharmacy.umaryland.
edulgraduatelpsclPSC_HomelResearchlRFGs.html) at the top of your
.statement.

• Submit three (3) letters of recommendation. A form is available from
https://www.pharmacy.umaryland.edu/graduate/psc/PSC_Home/
Admissions/ admission.htm.

Master's Degree Students

• Applicants with a master's degree that did not require a thesis are
required to submit recent evidence of scholarly work, such as term
papers or research reports.

• Applicants are expected to be computer literate.

44 School of Pharmacy

International Students

International students should not plan on leaving their country before obtaining
official notification of admission to the graduate program from the director of
graduate admissions and an 1-20 form from the Office Records and Registration.
The following rules apply:

• Sufficient funds must be available to support the student for one year.
Students may obtain the immigration form (1-20) necessary for obtain-
ing the appropriate visa from the University's Office of Records and
Registration.

• Students already studying in the United States who wish to transfer to
the University of Maryland must also secure proper immigration docu-
ments in order to request that the Immigration and Naturalization
Service grant permission to transfer to the University of Maryland.

• Every international student must report to the Office of Records and
Registration as soon as possible after arriving at the University.

• Students from non-English-speaking countries are considered for
admission only if they have received a total Test of English as a Foreign
Language (TOEFL) score of 600 (213 on the computer-based score).
Because TOEFL is given only four times a year throughout various
parts of the world, it is necessary for the applicant to make arrange-
ments with the Educational Testing Service, Box 899, Princeton, NJ
08540, to take the test as soon as study at the University of Maryland is
contemplated.

• Graduate students whose work indicates English language deficiencies
will be required to take remedial English courses.

PHARMACEUTICAL SCIENCES PHD PROGRAM
DESCRIPTION

The goal of the Department of Pharmaceutical Sciences graduate program is to
prepare independent, creative scientists to function well in academe, the pharma-
ceutical industry, and in government or other agencies. While a master's degree
program is in place, the primary degree program in pharmaceutical sciences is the
PhD degree. The pharmaceutical sciences graduate program is administered
through the Graduate School (www.graduate.nmaryland.edu).

ACADEMIC PROGRAM REQUIREMENTS

This curriculum ensures that all students gain knowledge and skill areas specific
to the pharmaceutical sciences, through the core courses. Additionally, the core
courses are taken during the first year and allow students the opportunity to per-
form research in faculty laboratories, such that students will be well positioned to
select a dissertation advisor. Depending upon their specific research interests, stu-
dents choose from a menu of departmental and campus offerings of courses,

Doctor of Philosophy Programs

including technique courses. Departmental course offerings are described in
detail in the "Program Course Descriptions" section of this catalog.

A student typically graduates after five years in the PhD program. In the first
two years, students focus on completing classroom requirements and initial dis-
sertation research. Early in the third year, students take the comprehensive
examination, where each student demonstrates mastery of relevant coursework
and proposes dissertation research. In the last three years, students focus on labo-
ratory experimentation and the presentation of a dissertation.

The minimum course requirements of the PhD degree program are as follows:

Core Course Curriculum

COURSE

CREDITS

PHAR 600 and 601 — Pharmaceutical Drug Design and Development

3 each

PHAR 608 — First- Year Rotations 1

PHAR 708— First- Year Seminar 1

Two techniques courses

4 minimum

Ethics course (e.g., DOCB 605— Scientific Method, CIPP 909—
Responsible Conduct of Science)

Minimum three additional courses

Three seminar presentations

PHAR 899— Thesis Research

12

FACULTY RESEARCH AREAS

Larry L. Augsburger, pharmaceutics; solid oral dosage form design

Gary G. Buterbaugh, pharmacology of epileptic seizures

Andrew Coop, organic and medicinal chemistry; opioid and sigma receptors

Richard N. Dalby, respiratory drug delivery; metered dose inhalers (MDIs); dry

powdered inhalers (DPI); nebulizers
Russell J. DiGate, genetics; DNA topoisomerase III
Natalie D. Eddington, pharmacokinetics; brain delivery; pharmacodynamic

relationships
Hamid Ghandehari, controlled drug delivery; polymers; biomaterials
Ronald D. Guiles, protein structure, including Heme and human interleukin-5;

nuclear magnetic resonance
Jun Hayashi, cell biology; lymphocyte signal transduction
Stephen W. Hoag, pharmaceutics; controlled release tablets; power technology
R. Gary Hollenbeck, physical pharmacy; novel drug delivery systems
Kwang Chul Kim, cell biology; epithelial cell surface mucins (MUCl mucins)
Alexander D. MacKerell, Jr., computational chemistry; novel inhibitors of HIV

intcgrase

School of Pharmacy

J. Edward Morcton, pharmacology; behavioral and neuropharmacological aspects

of drug abuse
James E. Polli, oral biopharmaceutics; bioavailabiliry; intestinal permeability
Gerald M. Rosen, free radicals in biological systems; host immune response
Ginette Serrero, cancer; obesity; adipocyte differentiation
Paul S. Shapiro, signal transduction; mitogen-activated protein (MAP) kinase

pathways
Rakesh K. Srivastava, cell growth, differentiation and apoptosis; Bcl-2 family

members
Daniel J. Sussman, signal transduction; proto-oncogene Wnt-1 (int-1)
Ashiwel S. Undie, signal transduction; phospholipase C-dependent signal trans-
duction; dopamine
Jia Bei Wang, neurotransmitter receptors; mu opiate receptor
Myron Weiner, drug metabolism; cytochrome P450; hepatocytes
Angela Wilks, protein structure and function; heme proteins; Shigella dysenteriae

ACADEMIC RESOURCES

Extramural funding for research is currently in excess of $4 million dollars, and
ongoing investigations include collaborative projects with other researchers on
campus and at nearby institutions such as the National Institutes of Health, U.S.
Food and Drug Administration, the Walter Reed Army Institute of Research, and
the pharmaceutical industry.

The Department of Pharmaceutical Sciences is equipped with modern chemi-
cal instrumentation, including ultraviolet-visible spectrometers, a Fourier-
transform infrared spectrometer, a 300-MHZ NMR spectrometer, several mass
spectrometers, gas and high-performance liquid chromatography systems,
radioactivity counters, high-speed centrifuges, and molecular modeling worksta-
tions. Wet laboratories, cell culture facilities, and computer laboratories are
designed for research in organic drug synthesis, drug design, gene and protein
structure and function elucidation, molecular biology, molecular and tissue phar-
macology, microbiology, drug metabolism and pharmacokinetics, and drug
product design.

The department also has one of the most modern industrial and pharmaceuti-
cal technology research and manufacturing facilities in the country, including a
Good Manufacturing Practice facility. It has small-scale and pilot-scale equip-
ment for the production of pharmaceuticals. There is also a state-of-the art
analytical facility, which is a focal point for basic and applied pharmacokinetic
research and which plays a major role in enabling faculty to conduct clinical
research in hospitalized patients. The laboratory is equipped to handle all phases
of a drug's absorption and disposition in animals and/or humans.

Doctor of Philosophy Programs

FINANCIAL SUPPORT

Financial support is available to students accepted into the program, such that
students can focus on graduate studies. Support includes a stipend (currently
$18,000 for year 2001 for Step I pre-candidates and $19,000 for Step II candi-
dates), tuition, health, and fees. Additional merit awards are given to the
department's most outstanding students.

Competitive departmental fellowships are awarded by the department each
year: Dunning Fellowship, Emerson Fellowship, Slama Graduate Award, and the
Shangraw/Center for Professional Advancement Scholarship. Additionally, many
students each year earn external fellowships, through excellence in academics and
research.

GRADUATE STUDENT ORGANIZATIONS

Graduate students play a particularly active role in a number of campus student
organizations. Additionally, two graduate student organizations within the
School of Pharmacy and the Department of Pharmaceutical Sciences are the
Pharmacy Graduate Student Association and a student chapter of the American
Association of Pharmaceutical Sciences. Moreover, depending upon their specific
research interests, individual students often join national professional societies,
many of which host meetings and workshops in the mid-Atlantic region.

Pharmacy itueJetics enjoy the outdo

48 School of Pharmacy

Financial Information

The School's tuition and fees, health insurance, residency status, and financial aid
information is as follows:

TUITION AND FEES

The following lists the tuition and fees for the 2001-2002 academic year. The
tuition per credit hour rate below is for the Nontraditional PharmD Pathway and
graduate programs only. Students in these programs are charged this rate regard-
less of the number of credit hours they take.

TUITION

FULL-TIME NTPD GRADUATE

Full time (9 or more credits)

Resident

$ 7,576

Nonresident

$15,642

Per credit hour rate

Resident

$296

$28!

Nonresident

$532

$503

Fees

Student Government Association

15

$ 15

$ IS

Transportation

27

$ 27

$ 27

Student activities

50

$ 50

$45

Supporting facilities

350

$318

$318

Other Expenses

Clinical clerkship (experiential courses)

300

$300

Application fee (nonrefundable)

60

$ 60

$ 50

Admission acceptance deposit

(nonrefundable)

800

Late registration fee

40

$ 40

$ 40

Diploma fee

50

$ 50

$110

Liability insurance

II

$ II

Disability insurance

23

Hepatitis B vaccine (1st year only)

160

Continuing education certification

100

Late payment of tuition and fees*

100

$100

$100

*Late payment of tuition and fees is $ 1 00 or 5% of the balance, whichever is less.

The School reserves the right to make changes in requirements for admission,
curriculum, standards for advancement and graduation, fees, and rules and regu-
lations.

Financial Information

HEALTH INSURANCE

University or equivalent health insurance coverage is required of all full-time stu-
dents. Students will be billed for health insurance unless they provide proof of
similar coverage to the Office of Student and Employee Health. If students pro-
vide documentation, the cost of the premium is waived. The cost of health
insurance varies depending on the type of coverage. For the 2001-2002 academic
year, the cost for student-only coverage is $1,129; student and spouse, $2,710;
student and child $2,146; and student and family $3,388.

DETERMINATION OF IN-STATE RESIDENCY

The Office of Records and Registration makes an initial determination of resi-
dency status for admission and tuition when students apply for admission. The
determination made at that time, and any determination made thereafter, shall
prevail for each semester until the student changes the status. Students classified
as in-state residents are responsible for notifying the Office of Records and Regis-
tration in writing within 15 days of any change in their circumstances which
might in any way affect their classification at the University. Students may obtain
a copy of the University's policy on in-state residency status from the office listed
above.

PHARMD STUDENT FINANCIAL AID

Student financial aid programs are centrally administered by the Office of Stu-
dent Financial Aid. These programs are designed to help students who otherwise
would be unable to attend the University. Aid packages for students often include
a combination of loans, grants, scholarships, and work-study designed to meet
students' needs. To qualify for aid, students must apply annually and meet the
eligibility requirements. Also, students must complete the required financial
aid application forms and are encouraged to do so by February 15. For more
information about financial aid and to obtain application forms, call 410-706-
7347 or write to: Student Financial Aid, University of Maryland, Baltimore
Student Union, Room 334, 621 W. Lombard St., Baltimore, MD 21201.

SCHOOL OF PHARMACY SCHOLARSHIPS

Through the generous gifts of alumni, friends, and professional associations, the
School provides additional financial aid to its full-time students who are in need
of financial support. Students do not apply for these awards. Students who
receive most awards arc those who can document unmet financial need through
the student financial aid process. Some scholarships support students from cer-
tain geographical areas. The School has established the following scholarships:

50 School of Pharmacy

April Adams Memorial Scholarship. The students, faculty, and friends of
April Adams established this scholarship as a lasting tribute to Adams, Class of
1999. The scholarship, symbolizing her dedication and love of pharmacy, will be
awarded to deserving students in her name.

Marilyn I. Arkin Scholarship Fund. The family and friends of Marilyn I.
Arkin, daughter of Ann and Morris Arkin and a member of the Class of 1975,
established this scholarship as a memorial in 1988. The scholarship provides sup-
port for professional students in the School of Pharmacy.

Caspari Memorial Fund. Alumni and friends of Professor Charles Caspari,
Jr., former dean of the School of Pharmacy, established this scholarship Novem-
ber 25, 1917, to support a deserving student who has financial need.

Centennial Research Fund. This fund was established September 13, 1946,
with contributions from the Centennial Research Fund campaign launched in
1941 to commemorate the 100th anniversary of the School of Pharmacy. The
students who receive this fellowship do research in the following fields: pharmacy,
pharmaceutical chemistry, pharmacology, microbiology, and pharmacognosy.

H.J. (Jack) Custis, Jr., Memorial Scholarship Fund. In memory of H.J.
(Jack) Custis, Jr., Class of 1951, a fund was established to award scholarships on
the basis of reasonable need and academic ability to students in the professional
program of the School of Pharmacy. Students must be residents of one of Mary-
land's nine Eastern Shore counties to be eligible for the Custis Memorial
Scholarship.

H.A.B. Dunning Fellowship Fund. This fund was first established from
annual donations beginning in 1930 and endowed in 1963 by bequest to the
School of Pharmacy from Dr. H.A.B. Dunning, distinguished alumnus of the
School and prominent Baltimore manufacturing pharmacist. This fellowship is
open to promising graduate students doing research in pharmaceutical chemistry.

Isadore M. and Irene R. Fischer Memorial Scholarship Fund. The families
of Isadore M. and Irene R. Fischer have provided a scholarship fund to support a
professional or graduate student demonstrating academic excellence in the educa-
tional programs of the University of Maryland School of Pharmacy.

Charles L. Henry Memorial Scholarship Fund. The Charles L. Henry
Memorial Scholarship Fund has been provided for PharmD students in the
School of Pharmacy requiring financial assistance.

L. Louis and Elinor Hens Memorial Scholarship Fund. Established in
1990 by Mrs. Elinor Hens in memory of her husband, this fund is used to sup-
port deserving students who have financial need.

Dr. Paul Jablon Research Award. Mr. Leon Jablon and the late Mrs. Yetta
Jablon established this award in January 1985 in memory of their son. Dr. Paul
Jablon. The research award is given to students displaying exceptional promise in
the field of pharmaceutics.

J. Gilbert Joseph Scholarship. In memory of her brother, J. Gilbert Joseph,
a former student of the School of Pharmacy, the late Miss Jeanette Joseph pro-
vided a generous bequest to endow scholarships to be awarded to qualified
students who have maintained a superior scholastic average and who are in need
of financial assistance.

Financial Information

Frederick William Koenig Memorial Scholarship. In memory ot her hus-
band, Frederick WilHam Koenig, a practicing pharmacist for 50 years, the late
Mrs. Valeria R. Koenig has bequeathed a sum of money to endow a scholarship
to be awarded annually. The recipient of the award will be selected on the basis of
financial need, character, and scholarship.

The Bernard Lachman Memorial Scholarship Fund. The family, friends,
and colleagues of Bernard Lachman established this fund in 1999 in his memory.
The scholarship is used to support students who have financial need.

Dr. Dean E. Leavitt Memorial Scholarship Fund. In honor of Dr. Dean E.
Leavitt, associate dean for administration and professional services, 1976-1989,
the family and the faculty established a fund to support a scholarship covering the
final year of pharmacy school for students who have attained at least a cumulative
average of 3.0, who have shown superior aptitude and enthusiasm in the course
sequence in management, and who have demonstrated, as Dean Leavitt did, a
commitment to the qualities of health and humanitarianism, both personally and
professionally.

A.M. Lichtenstein Scholarship. In memory of her husband, A.M. Lichten-
stein, distinguished alumnus of the School of Pharmacy, Class of 1889, the late
Mrs. Francina Freese Lichtenstein bequeathed a sum of money to endow an
annual scholarship to a resident of Allegheny County, Md. The recipient of the
award is to be selected on the basis of financial need, character, and scholarship.

The Dr. L. Lavan Manchey Scholarship Fund. This fund was established
July 8, 1997, in memory of L. Lavan Manchey, PhD, Class of 1926, and winner
of the Simon Gold Medal for proficiency in practical chemistry in 1928. The
scholarship is used to support students who have financial need.

Aaron and Rosalie Paulson Scholarship Fund. Established by Mr. Aaron A.
Paulson, Class ol 1924, and his late wife, Rosalie, this endowed scholarship sup-
ports a first professional year student with demonstrated financial need.

Plough Pharmacy Student Scholarships. The Plough Foundation, created
by Abe Plough, founder of Plough Inc., and the School of Pharmacy contributed
funds to an endowment that provides financial support to pharmacy students.
The funds are awarded on the basis of financial need, academic achievement,
leadership, and citizenship.

Leonard Rodman Dean's Scholarship Fund. Established in March 2001
by Mr. Leonard Rodman, this fund is used to provide scholarship to support
students who have financial need.

Milton C. And Elizabeth C. Sappe Scholarship Fund (Formerly the Mil-
ton Charles Sappe Scholarship Fund). Elizabeth Sappe established this
scholarship in December 1995. The scholarship is u.sed to support students who
have demonstrated financial need, high academic standing, and are residents of
Maryland.

Joseph Sokol Memorial Scholarship. In memory of Jo.seph Sokol, Class of
1973, his family and friends established this scholarship to provide support for
deserving students who have financial need.

School of Pharmacy

I

Arthur Schwartz Memorial Scholarship Fund. The family and friends of
Arthur Schwartz, BS Pharm 1979, PhD Pharmacy Administration 1987, have
estabhshed an endowed scholarship fund for a graduate student in Pharmacy
Administration to honor his memory.

Dr. Frank J. Slama Fellowship Fund. EstabHshed in April 1996 from the
estate of Lillian Slama, in memory of her husband, Dr. Frank J. Slama, this fel-
lowship supports one or more annual award(s) for graduate students studying
medicinal chemistry and/or pharmacognosy.

LOAN FUNDS

Students in financial need may apply for the School loans described below. For
more information, contact the associate dean for student affairs.

Rose Hendler Memorial Fund. L. Manuel Hendler and family have estab-
lished a loan fund in memory of Mrs. Rose Hendler for needy students. Loans
from this fund are available to qualified students.

Louis T. Sabatino Memorial Student Loan Fund. In honor and memory of
her late brother, Louis T. Sabatino, Class of 1939, Mrs. Marie Sabatino DeOms
has established this fund to provide loans to deserving students.

Benjamin Schoenfeld Memorial Pharmacy Loan Fund. The family of Mr.
Benjamin Schoenfeld, Class of 1924, has established a loan fund as a memorial to
him. This fund is available to qualified needy students. Loans are made upon the
recommendation of the dean.

Burroughs-Welcome Emergency Loan Fund. The Burroughs-Welcome
Co. established a fund to provide short-term (two months) loans to students in
financial need.

VETERANS FINANCIAL AID

New students, including Nontraditional Pathway students, who are eligible for
educational benefits through the Veterans Administration should forward a com-
pleted VA Form 22-1995: Request for Change of Program or Place ofTrainingio the
Office of Student Affairs. Veterans who have not used any of their VA educa-
tional benefits should forward a completed VA Form 22-1990: Application for
Program of Education or Training and a copy of DD 214: Separation Papers
directly to the Office of Student Affairs of the School of Pharmacy.

PHD STUDENT FINANCIAL AID

For information on financial support, graduate students should contact the grad-
uate department to which they are applying.

Financial Information

PharmD Academic Policy
Statements

The School reserves the right to make changes in standards for advancement and
graduation and rules and regulations. The following academic policy statements
shall not be construed as a contract between any student and the School:

ACADEMIC SESSIONS

The School of Pharmacy operates on a four-semester calendar. The fall term, four
months long, begins the last week of August and runs to the Christmas recess. A
three-week winter minimester in January allows students to avail themselves of
tutorial services or elective courses. The spring term, four months long, begins
the last week in January and extends to just before Memorial Day. Full-time stu-
dents enrolled for the spring semester do not pay tuition and fees for campus
courses they take during the January minimester. Student must pay additional
minimester tuition at other University System of Maryland (USM) campuses.
The School does not offer any courses during the summer session. Students may
take didactic courses at USM institutions but must pay summer session tuition
and fees at those institutions.

REGISTRATION POLICIES

CANCELLATION OF REGISTRATION

Students who register and subsequently decide not to attend the School of Phar-
macy must provide written notice to the Office of Student Affairs on or before the
first day of class. If this office has not received a request for cancellation by 5 pm.
on or before the first day of instruction, the University will assume that students
plan to attend and that they accept their financial obligation.

CHANGE IN REGISTRATION

Students should obtain and return the completed Add/Drop Form, used for all
changes in registration, to the School's Office of Student Affairs. Students are not
charged for a change in registration. Students may not add a course after the first
week of classes or drop a course after eight weeks into the semester. Students will
receive the grade of Ffor courses dropped after the eighth week of classes without
approval.

School of Pharmacy

LATE REGISTRATION

Students who fail to complete registration by the specified time for regular regis-
tration, usually the day before the first day of classes, pay a late registration fee.
(See the "Financial Information" section of this catalog for fee amount.)

WITHDRAWAL FROM THE UNIVERSITY

Students who withdraw from the University before the end of a semester are eligi-
ble for partial refunds, depending upon the date of withdrawal. To ensure such
refunds, students must file withdrawal forms in the School's Office of Student
Affairs. Students who fail to complete these forms will receive failing grades in all
courses and forfeit their right to any refund.

GRADING SYSTEM

When, for any reason, a student repeats a course, the grade achieved in the
repeated course replaces all previous grades in the same course. The School of
Pharmacy uses the following grading system:

GRADE

INTERPRETATION

POINT VALUE

A

Excellent

4

B

Good

3

C

Fair

2

D

Poor but Passing

1

P

Pass

0

F

Failure

0

1

Incomplete

Must be replaced by
definite grade within
one year

WD

Withdrawal

No grade is assigned

ACADEMIC STATUS POLICIES

Students' performance in didactic and experiential learning courses is continually
monitored. Students are responsible for their academic progress and should take
the initiative to meet their academic advisor and/or the coursemaster(s) when
academic problems occur. The director for student services, the class advisor, fac-
ulty, and administration are available to help students meet the School's academic
standards. Experience has demonstrated that the earlier and more actively stu-
dents recognize and address potential problems, the greater their likelihood of

PharmD Academic Policy Statements

avoiding academic difficulties. By the same token, faculty members are encour-
aged to initiate discussions with students whose performance appears likely to
result in a failing grade.

To remain in acceptable academic standing and to be eligible for graduation,
students must maintain a minimum cumulative GPA of 2.0 in required courses.
Students with a cumulative GPA below 2.0 or a failing grade in a didactic or
experiential learning course are subject to academic dismissal.

At the end of each semester, the associate dean of student affairs reviews the
academic status of all students in the PharmD program. Students with a failing
grade in any course are subject to academic dismissal as soon as the failing grade
is submitted in writing to the Office of Student Affairs. Students who do not
achieve a minimum cumulative GPA of 2.0 in their required courses are subject
to academic dismissal.

Students who have a semester GPA below 2.0 but maintain a cumulative GPA
of 2.0 or greater will receive a letter of academic warning from the associate dean
of student affairs. The chair of the Student Affairs Committee and students' aca-
demic advisors also receive a copy of this letter.

The associate dean of student affairs will send a notification letter and a copy
of the Academic Status Policies and Procedures to students subject to academic
dismissal. The letter will indicate that the student will be dismissed from the
School unless he or she appeals to the Student Affairs Committee requesting to
be placed on academic probation. The letter will state the time and place of the
academic review hearing with the Student Affairs Committee (typically, within
seven calendar days of the letter's date). The chair of the Student Affairs Commit-
tee and students' academic advisors also receive copies of the letter.

Students subject to academic dismissal have the right to appeal to the Student
Affairs Committee. Students may present their case in person before the commit-
tee or submit a written appeal. Students may submit any documents that they
deem pertinent. Students who do not appeal will be dismissed from the School.

At least seven calendar days before any Student Affairs Committee academic
review hearing, the committee will distribute a confidential memo to the faculty,
listing all students to be reviewed. The memo will state the time and place of the
hearing, stress the confidential nature of the information, and request that faculty
provide the committee with pertinent information on students' academic perfor-
mance and ability. Any faculty member may provide written comments to the
committee or request permission to appear at any student's hearing.

Academic advisors and other faculty members may attend academic review
hearings and present pertinent information. The committee will consider
prepharmacy grades, prior academic performance in the School, and personal
issues in its deliberations.

At the conclusion of the academic review hearing, the committee will deliber-
ate on each case and determine each student's academic status. The committee
decides by a simple majority vote to either academically dismiss students, place
them on academic probation, or gather more information. If placed on academic
probation, students will be allowed to continue in the program but under specific
terms outlined by the committee, such as taking remedial courses to strengthen

School of Pharmacy

specific knowledge or skills. If the committee decides to gather more information,
it must complete its review and make a final decision within five calendar days of
the original hearing. The committee will submit its decision in writing to the stu-
dents, dean, and the students' academic advisors within seven calendar days of
the academic review hearing.

Students have the right to appeal the decision of the Student Affairs Commit-
tee directly to the dean. Students must submit appeals in writing and state the
basis for the appeal. Students must complete all appeals before the beginning of
the next semester. The dean's decision is final.

Students on academic probation must meet with their academic advisor and
the associate dean of student affairs to develop a plan of action to resolve all perti-
nent academic issues. While on probation, students must earn a GPA of 2.0 or
greater during each semester. If students on probation earn a semester GPA of 2.0
or greater, but the cumulative GPA or the required-course GPA remains below
2.0, students will remain on academic probation. Students will be removed from
probation when their cumulative GPA and required-course GPA is 2.0 or greater.
Students with a failing grade on their record will remain on probation until they
receive a passing grade.

Students who are academically dismissed may petition the Admissions Com-
mittee for readmission after they have completed some form of remediation.
Students who have been academically dismissed twice from the School are not
eligible for readmission.

ACADEMIC INTEGRITY POLICIES AND PROCEDURES

Students are entering a profession highly trusted by the public. Therefore, stu-
dents are expected to "maintain the highest principle of moral, ethical, and legal
conduct." (Oath of a Pharmacist, 1999.) Students and faculty developed the poli-
cies and procedures described below to help maintain the School's high standard
of conduct.

STUDENT HONOR CODE

Students entering the profession of pharmacy are required to exhibit exemplary
standards of conduct. Absolute honesty is imperative for a health professional.
On May 14, 1998, the Student Government Association adopted the following
Honor Code:

I. Statement of Philosophy

The students of the University of Maryland School of Pharmacy recognize that
honesty, truth, and integrity are values central to the School's mission as an insti-
tution of higher education. Therefore, the Student Government Association has
assembled current policies and procedures involving academic integrity into this
Honor Code of behavior. The code described in this document articulates the

PharmD Academic Policy Statements

responsibilities of Doctor of Pharmac}' students, graduate students, faculty, and
administration in upholding academic integrity, while at the same time respect-
ing the rights of individuals to the due process offered by administrative hearings
and appeals. All persons enrolled in any course or program offered by the Univer-
sity of Maryland School of Pharmacy and all persons supervising the learning of
any student are responsible for acting in accordance with the provisions of this
policy.

Students' Responsibilities

• Understanding the types of conduct which are deemed unacceptable
and, therefore, are prohibited by this policy.

• Refraining from committing any act of cheating, plagiarizing, facilitat-
ing academic dishonesty, abusing academic materials, stealing, or lying.

• Reporting every instance in which the student has a suspicion or knowl-
edge that academic conduct which violates this policy or its spirit has
taken place to the faculty member responsible for instruction or to a
member of the Student Discipline and Grievance Committee.

Faculty Responsibilities

• Understanding the procedures of this policy relative to how faculty are
to handle suspected instances of academic dishonesty.

• Developing an instructional environment that reflects a commitment to
maintaining and enforcing academic integrity.

• Handling every suspected or admitted instance of the violation of the
provisions of this policy in accordance with the current School and Uni-
versity procedures.

II. Academic Integrity

In attempt to maintain academic integrity, the Student Government Association
has outlined a code of conduct (an Honor Code) which describes acceptable
behavior for students in all its academic settings. This code has been developed
using University (as stated in the University's Student Answer Book) and School
(as stated in the School's catalog) policies. Elements of this code can be catego-
rized into six broad areas:

1. Cheating Definition: Using or attempting to use unauthorized mate-
rials, information, notes, study aids or other devices, or obtaining
unauthorized assistance from any source for work submitted as one's
own individual efforts in any class, clinic, assignment, or examination.
Examples of cheating include, but are not limited to, the following
actions:

a. Copying from another student's paper or test, or receiving assistance
from another person during an exam or other assignment in a
manner not authorized by the instructor.

b. Possessing, buying, selling, removing, receiving, or using at any time
or in any manner not previously authorized by the instructor a copy
or copies of any exam or other materials (in whole or in part)
intended to be used as an instrument of evaluation in advance of its
administration.

58 School of Pharmacy

I

c. Using material or equipment not authorized by the instructor dur-
ing a test or other academic evaluation, such as crib notes, a
calculator, or a tape recorder.

d. Working with another or others on any exam, take home exam,
computer or laboratory work, or any other assignment when the
instructor has required independent and unaided effort.

e. Attempting to influence or change an academic evaluation, grade or
record by deceit or unfair means, such as: 1) damaging the academic
work of another student to gain an unfair advantage in an academic
evaluation; or 2) marking or submitting an exam or other assign-
ment in a manner designed to deceive the grading system.

f Submitting, without prior permission, the same academic work
which has been submitted in identical or similar form in another
class or in fulfillment of any other academic requirement at the Uni-
versity.

g. Permitting another to substitute for oneself during an exam or any
other type of academic evaluation.

h. Gaining an unfair advantage in an academic evaluation by receiving
specific information about a test, exam, or other assignment.

2. Plagiarism Definition: Representing, orally or in writing, in any acad-
emic assignment or exercise, the words, ideas, or works of another as
one's own without customary and proper acknowledgment of the
source. Examples:

a. Submitting material or work for evaluation, in whole or in part,
which has been prepared by an individual(s) or commercial service.

b. Directly quoting from a source without the customary or proper
citation.

c. Paraphrasing or summarizing another's work without acknowledg-
ing the source.

d. Downloading material from Web sites without appropriate docu-
mentation.

3. Facilitating Academic Dishonesty Definition: Helping or attempting
to help another person commit an act of academic dishonesty. Exam-
ples:

a. Providing assistance to another during an exam or other assignment
in a manner not authorized by the instructor.

b. Acting as a substitute for another in any exam or any other type of
academic evaluation.

c. Providing specific information about a recently given test, exam, or
other assignment to another student who thereby gains an unfair
advantage in an academic evaluation.

d. Permitting one's academic work to be represented as the work of
another.

e. Preparing for sale, barter, or loan to another such items as unautho-
rized papers, notes, or abstracts of lectures and readings.

4. Abuse of Academic Materials Definition: Destroying or making inac-
cessible academic resource materials. Examples:

PharmD Academic Policy Sutements 59

a. Destroying, hiding, or otherwise making unavailable for common
use library, computer, or other academic reference materials.

b. Destroying, hiding, or otherwise making unavailable another's
notes, experiments, computer programs, or other academic work.

5. Stealing Definition: Taking, attempting to take, or withholding the
property of another, thereby permanently or temporarily depriving the
owner of its use or possession. Examples:

a. Unauthorized removal of library materials, examinations, computer
programs, or any other academic materials, including obtaining
advance access to an examination through collusion with a Univer-
sity employee or otherwise.

b. Taking another's academic work, such as papers, computer pro-
grams, laboratory experiments, or research results.

6. Lying Definition: Making any oral or written statement which the
individual knows to be untrue. Examples:

a. Making a false statement to any instructor or other University
employee in an attempt to gain advantage or exception.

b. Falsifying evidence or testifying falsely, such as in a Student Griev-
ance Committee hearing.

c. Inventing or counterfeiting data, research results, research proce-
dures, internship or practicum experiences, or other information.

d. Citing a false source for referenced material/data.

III. Honor Pledge

In order to address the first two areas, cheating and plagiarism, the School has
developed an honor pledge statement that has been used by many faculty mem-
bers to reinforce the importance of academic integrity. This pledge statement will
be used in the following manner: Work assigned for classes, clinics, internships,
and all other types of instruction offered at the School of Pharmacy may be
accomplished in either of two ways: (1) as "individual" work for which the stu-
dent will sign a pledge statement indicating that the work was completed
independently, without giving or receiving assistance from another; or (2) as "col-
laborative" work, which may be completed in collaboration with others as
directed by the instructor and for which no pledge statement is required. All
work is considered to be individual work unless the instructor specifies otherwise.
For all "individual" work, instructors may require students to sign the following
pledge statement:

"On my honor, I have neither given nor received aid on this assignment."

Student's signature: Date:

Thus, students will state that the work that was submitted is their own and
will be held accountable if evidence appears that is contrary to this statement.
Students are reminded that neither the presence nor the absence of a signed
pledge statement will allow students to violate established codes of conduct as
described above.

School of Pharmacy

IV. Disciplinary Procedures

As stated below, the Student Discipline and Grievance Committee will be respon-
sible for implementing and monitoring aspects of this code for Doctor of
Pharmacy students. A separate set of procedures is in place for graduate students.
They should contact their graduate program director for further information.
PharmD students who are found guilty of a violation of academic integrity stan-
dards will be subject to penalties deemed appropriate by the Student Discipline
and Grievance Committee as stated in the committees policies and procedures. It
is the committee's duty to protect honest students from being taken advantage of
by those who behave dishonestly. The committee will ensure any accused student
of certain rights: to be informed in writing of the charges, to hear evidence pre-
sented, to question witnesses, and to present witnesses. The committee shall
maintain confidentiality regarding names of persons involved in honor cases. The
principles and problems raised by cases, however, may be discussed with appro-
priate administrative and faculty representatives.

STUDENT DISCIPLINE AND GRIEVANCE COMMITTEE

1. Purpose

The Student Discipline and Grievance Committee ("committee") is established
in the School of Pharmacy to foster the self governance of the student body. The
committee hears and attempts to solve problems or complaints ("grievances")
that involve professional students. Grievances against graduate students or faculty
members are handled under separate policies and procedures.

Most grievances are brought directly to the committee. However, some inci-
dents involving students may be resolved outside the formal grievance process.
Students and faculty members are encouraged to consult with the director of stu-
dent services who will serve as an ombudsman for the potential grievants and
may triage the issues to appropriate parties. These initial meetings will be held in
confidence to encourage disclosure. Potential grievants (either faculty members or
students) will receive a list of options that are available to them in order to resolve
issues (see Appendix A). If desired, potential grievants may request a Preliminary
Evaluation by members of the committee (see Part IV: Preliminary Evaluation) in
order to assess whether or not the situation is grievable. Students and faculty
members may file a formal grievance with the committee at any time for issues
outlined in Section III: Grievances.

In certain situations, the dean or any of the associate deans can enforce admin-
istrative dismissal or probation for just cause in situations involving criminal
activity, potential injury to members of the School's community, or other actions
that demand an immediate action. Due to confidentiality issues, the administra-
tion may not be able to share specific details of the situation until a formal
grievance is filed with the committee. The committee will review these emer-
gency situations in a timely manner and will conduct formal hearings to
determine long-term courses of action for the accused.

PharmD Academic Policy Statements

II. Committee Composition

The Student Discipline and Grievance Committee, a sub-committee of the Stu-
dent Affairs Committee, is composed of seven voting members: four students and
three faculty members. The student members of the committee include the Stu-
dent Government Association (SGA) president, the second- and third-year class
presidents, and the most senior student member of the Student Affairs Commit-
tee. If a grievance is made against a Nontraditional PharmD (NTPD) Pathway
student, an NTPD student will replace the most senior student member of the
Student Affairs Committee. Faculty members include the SGA faculty advisor
and the third- and fourth-year class advisors. The SGA president chairs the com-
mittee. The associate dean for student affairs serves as an ex-officio member. In
the event that a grievance is filed against an NTPD student, the NTPD pathway
director will serve as an ex-officio member of the committee.

All members of the committee must be present at formal hearings. Members
of the committee who cannot attend the hearing or must recuse themselves due
to a conflict of interest will notify the chair immediately. In the event that a com-
mittee member cannot attend a formal hearing, the committee chair shall
appoint a replacement. Each student member of the committee unable to attend
will be replaced by an elected officer in the SGA or a member of the NTPD
advisory board. Each faculty member of the committee unable to attend will
be replaced by a faculty member, preferably a member of the Student Affairs
Committee.

III. Grievances

A student, a group of students, or a faculty member ("grievant") may bring a
grievance against a student or a group of students ("respondent") for any act that
is unethical or causes injury or damage. Grievances may include, but are not lim-
ited to acts of discrimination based on race, age, gender, ethnicity, religion, sexual
orientation, marital status, physical or mental handicap; violations of academic
integrity; violations of University or School policies (see School of Pharmacy cat-
alog); lewd, obscene, or disruptive behavior on University premises or at
University-supervised activities; sexual harassment; threatening or abusive com-
munication to members of the University community; intentionally initiating
any false report or threat of fire, explosion, or other emergency; violations of
Baltimore City, state, or federal law.

IV. Preliminary Evaluation

A grievance must be submitted in writing to the SGA president, the SGA advisor,
or the association dean of student affairs. Within five days of receipt of a written
grievance, the SGA president, the SGA advisor, the associate dean for student
affairs, and either the most senior student member of the Student Affairs Com-
mittee or an NTPD student (as applicable) will review the facts presented and
determine if the matter is grievable under this policy. If two or more individuals
during the preliminary evaluation believe the matter is grievable, a formal hearing
will be called by the committee chair. If the majority believe the matter is
not grievable, the associate dean for students affairs will counsel the grievant on
alternatives.

62 School of Pharmacy

V. Grievance Procedure

Once the grievance is determined to be grievable, the respondent will be sent a
letter from the committee chair and the associate dean of student affairs stating:
1) that a formal grievance has been filed; 2) the deadline for submission of a writ-
ten rebuttal and a proposed date(s) for the formal hearing; and 3) advice and
counsel should be sought from the academic advisor. Along with the letter, the
respondent will be provided with a written copy of the grievance and this policy.
The respondent will be given up to 10 days to provide a written response to the
committee chair. The committee will hold a formal hearing no more than five
days after the deadline for receipt of the respondent's written response.

Prior to the hearing, the grievant's allegations and any supporting information
will be provided to the respondent for review. Likewise, the respondent's allega-
tions and evidence shall be provided to the grievant for review. The associate dean
for student affairs will facilitate this exchange of information. If feasible, support-
ing evidence will be made available to both parties no less than three days before
the scheduled hearing.

The formal hearing is an internal academic process; legal counsel will not be
permitted to represent either the grievant or the respondent. The grievance is pre-
sented to the committee by the grievant or by a representative of the dean's office,
in the presence of the respondent. The presenter of the grievance may call wit-
nesses to present relevant information. The witnesses supporting the grievant
may be questioned by the respondent and committee members.

The respondent has the right to refuse to appear before the committee and the
right to remain silent during the hearing. Refusal to appear will not be taken as
an admission of guilt. The respondent has the right to: 1) present a statement in
the respondent's own behalf at the hearing; 2) present witnesses having relevant
information pertaining to the grievance; and 3) present relevant evidence in the
form of written or tangible materials. The witnesses supporting the respondent
may be questioned by the grievant and committee members.

The hearings will not be open to the public. All witnesses will be excluded
from the hearing room until they are called to testify. All witnesses will be asked
to affirm that any information they are presenting, including any written materi-
als, is accurate and complete to the best of their knowledge and belief

Upon completion of the hearing, the committee will meet in closed session to
determine whether the grievance has been proven by the preponderance of the
evidence; that is, whether on the basis of the evidence, it is more likely than not
that the grievance is a correct allegation. The chair will remind the committee
that it is to be free of bias concerning all aspects of the case in question. Members
who wish to excuse themselves from the voting due to possible bias may do so.

The method of voting shall be by secret ballot. To sustain the grievance, a
majority vote of both the faculty and student committee members is required. All
other questions before the committee may be decided by a simple majority vote.

If the vote is that a grievance is not sustained, the case is closed. A record of
the case will be kept in the committee's files until the respondent leaves the Uni-
versity. If a grievance is sustained, the committee will decide on a course of
action.

PharmD Academic Policy Statements

VI. Course of Action

Following a vote sustaining a grievance against a respondent, the committee must
take one of the following courses of action:

1. Prepare a disciplinary letter stating that the respondent acted with
impropriety. This letter is not entered into the student's file but is
retained in the committee's file until the student has left the School. The
letter will be sent to the respondent within three days of the Grievance
Committee hearing. A copy of said letter will be sent to the grievant.

2. Prepare a temporary letter of censure to remain in the student's file for at
least one year. The respondent and grievant will be informed in writing
within three days of the Grievance Committee's action.

3. Prepare a letter of censure to remain in the student's file permanently.
The respondent and grievant will be informed in writing within three
days of the grievance committee's action.

4. Recommend to the Student Affairs Committee that the respondent be
placed on disciplinary probation, not to exceed one year.

5. Recommend to the Student Affairs Committee that the respondent be
suspended ftom the School for a period of time not to exceed one year.

6. Recommend to the Student Affairs Committee that the respondent be
dismissed from the School.

In addition to the actions stated above, the committee may place other
requirements on the respondent that relate to the case (e.g., to make restitution
or repairs when property is damaged, to seek counseling for emotional issues).

VII. Appeal to the Dean

A respondent or grievant may appeal any recommended action to the dean. The
appeal must be made in writing and must be filed in the dean's office. The appeal
should describe the basis for the appeal. The appeal must be based on new evi-
dence or relevant facts not produced in the hearing; a claim of inadequate
consideration of specific evidence; a claim that a rule or regulation of the Univer-
sity or School applied in the case is not applicable; or a claim that the disciplinary
action is unduly severe or lenient.

After reviewing the Grievance Committee's report, the recommendation from
the Student Affairs Committee, and any appeal(s) from the respondent or griev-
ant the dean will make a final decision to accept the recommendation or remand
the matter for reconsideration to the Grievance Committee. The dean will gener-
ally make a final decision within 14 days after receiving the Student Affairs
Committee's recommendation and the Grievance Committee's report. If the
appeal is denied, the dean's action is final.

VIM. Administrative Issues

1. Once the grievance process is completed, including any appeal, a record
of the ca.se will be kept in the dean's office. The names of the grievant
and respondent and the facts of the case will be kept strictly confidential
by members of the committee. At the end of each academic year, the

School of Pharmacy

chair of the Student Affairs Committee will write an annual report sum-
marizing the activity of the Grievance Committee. The report will be
submitted to the dean and the Faculty Assembly.

2. Grievances will be handled as swiftly as possible. The times set forth in
this policy are calendar days. Due to the academic schedule, it may not
be possible to observe the usual deadlines in all cases. If there is good
cause in the opinion of the committee chair, the deadlines may be
extended for a reasonable period. Likewise, when the outcome of a mat-
ter may relate to pending academic action (e.g., graduation), deadlines
may be sooner, provided that the respondent agrees. A grievance of such
severity that it might affect the respondents eligibility to graduate will
be considered on very short notice, with the respondent's consent. Oth-
erwise, graduation will be deferred pending resolution of the matter.

3. The committee chair may exclude from consideration repetitive or irrel-
evant evidence.

4. Some matters may involve witnesses who are not affiliated with the
School or evidence which must be obtained from parties other than the
School and its students and faculty. The School will cooperate with the
grievants and respondents in requesting that such information be
brought into grievance procedures as appropriate. Written statements
are acceptable when personal appearance is impractical. However, no
grievance process shall be terminated or abandoned due to the inability
of the School to compel the appearance of a witnesses or presentation of
evidence. A grievance will be decided on the basis of evidence presented.
Lack of witnesses or evidence will not create presumptions that the
testimony and evidence would be favorable to the grievant or the
respondent.

5. A grievance may involve facts that are the basis of criminal charges
against a respondent. The dean will consider a request by a respondent
to delay committee action, or final decision, pending the outcome of the
criminal investigation. Such requests will be granted only when consid-
ered in the best interest of the School. In cases involving felony charges
directly involving the School, suspension pending outcome of the crimi-
nal matter may be a condition of delaying the grievance process.

6. If placed on disciplinary probation, a student may not participate in
School or University sponsored extracurricular activities or serve as an
officer in any School or University organization. At the end of the disci-
plinary probation period, the student will be placed in good standing. If
suspended, the student may apply to the dean's office for reinstatement
at the end of the suspension period. A record of the disciplinary proba-
tion, suspension, or dismissal will be entered in the student's permanent
transcript and file.

7. This policy does not apply to academic status within the School.

PharmD Academic Policy Statements 65

OPTIONS AVAILABLE TO STUDENTS AND FACULTY
REGARDING STUDENT GRIEVANCES

Students and faculty who have witnessed an action by a student that violates the
School's or University's code of conduct, have a variety of options to pursue.
Grievances may include, but are not limited to acts of discrimination based on
race, age, gender, ethnicity, religion, sexual orientation, marital status, physical or
mental handicap; violations of academic integrity; violations of University or
School policies; lewd, obscene, or disruptive behavior on University premises or
at University-supervised activities; sexual harassment; threatening or abusive
communication to members of the University community; intentionally initiat-
ing any false report or threat of fire, explosion, or other emergency; violations of
Baltimore City, state, or federal law.

Possible actions that may be taken include the following:

1. Consulting with the director of student services regarding informal reso-
lution of problems.

2. Filing a formal grievance in writing to the SGA president, the SGA advi-
sor, or the associate dean of student affairs.

3. Asking another party (student, faculty member, or administrator) to file
the grievance on your behalf if you feel that you do not want to file the
grievance but feel compelled to act in this situation.

4. Speaking at the Discipline and Grievance Committee Hearing, or if you
do not want to appear, writing a statement to be read at the hearing.

5. Seeking outside legal counsel and pursuing the case in the local or state
legal system if you feel that the situation involves criminal or civil action
against you by the accused.

OTHER SCHOOL POLICY STATEMENTS

The School has policy statements relating to other matters, e.g., posting, com-
puter use, etc., listed on the Web site www.pharmacy.umaryland.edu.

School of Pharmacy

University of Maryland
Policy Excerpts

No provision of this publication shall be construed as a contract between any applicant
or student and the University of Maryland, Baltimore. The University reserves the right
to change any admission or advancement requirement at any time. The University fur-
ther reserves the right to ask a student to withdraw at any time when it is considered to
be in the best interest of University. Admission and curriculum requirements are subject
to change without prior notice.

The University publishes the full text of the following policies and additional policies
and procedures in the Student Answer Book. Students who do not receive the Student
Answer Book each fall should call the Office of Student Services at 410-706-71 17
(Voice/TTD). The Student Answer Book is online arwww.graduate.umaryland.edu/
student/sab/introduction. html. Additional University policies are online at
www.umaryland.edu/ppm/index.cgi.

ELIGIBILITY TO REGISTER

A student may register at the University when the following conditions are met:
(1) the student is accepted to the University, (2) the student has received approval
from the unit academic administrator, and (3) the student has demonstrated aca-
demic and financial eligibility.

FACULTY, STUDENT, AND INSTITUTIONAL RIGHTS AND
RESPONSIBILITIES FOR ACADEMIC INTEGRITY

Preamble

The academic enterprise is characterized by reasoned discussion between student
and teacher, a mutual respect for the learning and teaching process, and intellectual
honesty in the pursuit of new knowledge. By tradition, students and teachers have
certain rights and responsibilities which they bring to the academic community.
While the following statements do not imply a contract between the teacher or the
institution and the student, they are nevertheless conventions which should be
central to the learning and teaching process.

I. Faculty Rights and Responsibilities

A. Faculty members shall share with students and administrators the
responsibility for academic integrity.

B. Faculty members shall enjoy freedom in the classroom to discuss subject
matter reasonably related to the course. In turn, they have the responsi-
bility to encourage free and honest inquiry and expression on the part of
students.

University of Maryland Policy Excerpts

C. Faculty members, consistent with the principles of academic freedom,
have the responsibility to present courses that are consistent with their
descriptions in the catalog of the institution. In addition, faculty mem-
bers have the obligation to make students aware of the expectations in
the course, the evaluation procedures, and the grading policy.

D. Faculty members are obligated to evaluate students fairly, equitably,
and in a manner appropriate to the course and its objectives. Grades
must be assigned without prejudice or bias.

E. Faculty members shall make all reasonable efforts to prevent the occur-
rence of academic dishonesty through appropriate design and
administration of assignments and examinations, careful safeguarding of
course materials and examinations, and regular reassessment of evalua-
tion procedures.

F. When instances of academic dishonesty are suspected, faculty members
shall have the responsibility to see that appropriate action is taken in
accordance with institutional regulations.

il. Student Rights and Responsibilities

A. Students share with faculty members and administrators the responsibility
for academic integrity.

B. Students have the right of free and honest inquiry and expression in
their courses. In addition, students have the right to know the require-
ments of their courses and to know the manner in which they will be
evaluated and graded.

C. Students have the obligation to complete the requirements of their
courses in the time and manner prescribed and to submit to evaluation
of their work.

D. Students have the right to be evaluated fairly, equitably, and in a timely
manner appropriate to the course and its objectives.

E. Students shall not submit as their own work any work which has been
prepared by others. Outside assistance in the preparation of this work,
such as librarian assistance, tutorial assistance, typing assistance or such
special assistance as may be specified or approved by the appropriate fac-
ulty members, is allowed.

F. Students shall make all reasonable efforts to prevent the occurrence of
academic dishonesty. They shall by their own example encourage acade-
mic integrity and shall themselves refrain from acts of cheating and
plagiarism or other acts of academic dishonesty.

G. When instances of academic dishonesty are suspected, students shall
have the right and responsibility to bring this to the attention of the fac-
ulty or other appropriate authority.

III. Institutional Responsibilities

A. Constituent institutions of the University System of Maryland shall take
appropriate measures to foster academic integrity in the classroom.

School of Pharmacy

B. Each institution shall take steps to define acts of academic dishonesty,
to ensure procedures for due process for students accused or suspected
of acts of academic dishonesty, and to impose appropriate sanctions on
students found to be guilty of acts of academic dishonesty.

C. Students expelled or suspended for reasons of academic dishonesty by
any institution in the University System of Maryland shall not be
admissible to any other USM institution if expelled, or during any
period of suspension.

Approved November 30, 1989, by the Board of Regents.

SCHEDULING OF ACADEMIC ASSIGNMENTS

ON DATES OF RELIGIOUS OBSERVANCE

It is the policy of the University of Maryland to excuse the absence(s) of students
that result from the observance of religious holidays. Students shall be given the
opportunity, whenever feasible, to make up, within a reasonable time, any academic
assignments that are missed due to individual participation in religious observances.
Opportunities to make up missed academic assignments shall be timely and shall
not interfere with the regular academic assignments of the student. Each school/
academic unit shall adopt procedures to ensure implementation of this policy.

CONFIDENTIALITY AND DISCLOSURE

OF STUDENT RECORDS

It is the policy of the University of Maryland to adhere to the Family Educational
Rights and Privacy Act (Buckley Amendment). As such, it is the policy of the
University (1) to permit students to inspect their education records, (2) to limit
disclosure to others of personally identifiable information from education records
without students' prior written consent, and (3) to provide students the opportu-
nity to seek correction of their education records where appropriate. Each school
shall develop policies to ensure that this policy is implemented.

SERVICE TO THOSE WITH INFECTIOUS DISEASES

It is the policy of the University of Maryland to provide education and training to
students for the purpose of providing care and service to all persons. The institution
will employ appropriate precautions to protect providers in a manner meeting the
patients' or clients' requirements, yet protecting the interest of students and faculty
participating in the provision of such care or service.

No student will be permitted to refuse to provide care or service to any
assigned person in the absence of special circumstances placing the student at
increased risk for an infectious disease. Any student who refuses to treat or serve
an assigned person without prior consent of the school involved will be subject to

University of Maryland Policy Excerpts 69

penalties under appropriate academic procedures, such penalties to include
suspension or dismissal.

UNIVERSITY OF MARYLAND POSITION ON ACTS OF
VIOLENCE AND EXTREMISM WHICH ARE RACIALLY,
ETHNICALLY, RELIGIOUSLY, OR POLITICALLY MOTIVATED

The Board of Regents strongly condemns criminal acts of destruction or violence
against the person or property of others. Individuals committing such acts at any
campus or facility of the University will be subject to swift campus judicial and
personnel action, including possible suspension, expulsion, or termination, as
well as possible state criminal proceedings.

STUDENT RESIDENCY CLASSIFICATION FOR ADMISSION,
TUITION, AND CHARGE-DIFFERENTIAL PURPOSES

I. Policy

It is the policy of the University System of Maryland Board of Regents to
recognize the categories of in-state and out-of-state students for purposes of
admission, tuition, and charge differentials at those constituent institutions
where such differentiation has been established. The student is responsible
for providing the information necessary to establish eligibility for in-state
resident status.

Students who are financially independent or financially dependent, as
defined herein, shall have their residency classification determined on the
basis of permanent residency which for purposes of this policy shall be deter-
mined by the criteria set forth in I.A. through E. below. A student will be as-
signed in-state status for admission, tuition, and charge-differential purposes
only if the student, or in the case of a financially dependent student, the stu-
dent's parent, guardian, or spouse, fulfills all of the following.
A. For at least 12 consecutive months immediately prior to and including
the last date available to register for courses in the semester or session for
which the petition applies, the student, or if the student is financially de-
pendent, the parent, guardian, or spouse must:

• own and continuously occupy or rent and continuously occupy living
quarters in Maryland. There must exist a genuine deed or lea.se in the
individual's name reflecting payments or rents and terms typical of
those in the community at the time executed. People not having such
a lease may submit an affidavit reflecting payments or rents and terms
as well as the name and address of the person to whom payments are
made which may be considered as meeting this condition. As an alter-
native to ownership or rental of living quarters in Maryland, a student
may share living quarters in Maryland which are owned or rented and
occupied by a parent, legal guardian, or spouse;

School of Pharmacy

• maintain within Maryland substantially all personal property;

• pay Maryland income taxes on all earned taxable income, including
all taxable income earned outside the state;

• receive no public assistance from a state other than Maryland or from
a city, county, or municipal agency other than one in Maryland; and

• have a legal ability under federal and Maryland law to reside perma-
nently in Maryland without interruption.

B. For at least 1 1 consecutive months immediately prior to and including
the last date available to register for courses in the semester for which the
application applies, the student, or if the student is financially depen-
dent, the parent, guardian, or spouse must:

• register all owned motor vehicles in Maryland, and

• obtain a valid driver's license issued by the state of Maryland, if li-
censed to drive in any other jurisdiction.

C. Within the 12 consecutive months immediately prior to and including
the last date available to register for courses in the semester or session for
which the application applies, the student, or if the student is financially
dependent, the parent, guardian, or spouse must register to vote in
Maryland, if registered in any other jurisdiction.

D. A financially independent student classified as in-state loses that status at
such time as the student no longer meets one or more of the criteria set
forth in LA. through C above. A financially dependent student classified as
in-state loses that status at such time as the parent, guardian, or spouse on
whom the status was based no longer meets one or more of those criteria.

E. In addition, people in the following categories shall be accorded the ben-
efits of in-state status for the period in which any of the following condi-
tions apply:

• a full- or part-time (at least 50 percent) regular employee of the Uni-
versity System of Maryland

• the spouse or dependent child of a full- or part-time (at least 50 per-
cent) regular employee of the University System of Maryland

• a full-time active member of the Armed Forces of the United States
whose home of residence is Maryland or one who resides or is sta-
tioned in Maryland, or the spouse, or a financially-dependent child of
such a person

• for University of Maryland University College, a full-time active
member of the Armed Forces of the United States on active duty, or
the spouse of a member of the Armed Forces of the United States on
active duty

• a graduate assistant appointed through the University System of
Maryland for the semester or session of the appointment. Except
through prior arrangement, status is applicable only for enrollment at
the institution awarding the assistantship

F. Students not entitled to in-state status under the preceding paragraphs
shall be assigned out-of-state status for admission, tuition, and charge-
differential purposes.

University of Maryland Policy Excerpts 71

II. Procedures

A. An initial determination of in-state status will be made by the University
at the time a student's application for admission is under consideration.
The determination made at that time, and any determination made
thereafter, shall prevail for each semester or session until the determina-
tion is successfully challenged in a timely manner.

B. A change in residency status must be requested by submitting a Univer-
sity System of Maryland "Petition for Change in Residency Classifica-
tion for Admission, Tuition and Charge Differential." A student apply-
ing for a change to in-state status must furnish all required
documentation with the petition by the last published date to register for
the forthcoming semester or session for which a residency classification is
sought.

C. The student shall notify the institution in writing within 15 days of any
change of circumstances which may alter in-state status.

D. In the event incomplete, false, or misleading information is presented,
the institution may, at its discretion, revoke in-state status and take other
disciplinary actions provided for by the institution's policy. If in-state sta-
tus is gained due to false or misleading information, the University re-
serves the right to retroactively assess all out-of-state charges for each se-
mester or session affected.

E. Each institution of the University System of Maryland shall develop and
publish additional procedures to implement this policy. Procedures shall
provide that on request the president or designee has the authority to
waive any residency criterion as set forth in section I, if it is determined
that application of the criterion creates an unjust result. These proce-
dures shall be filed with the Office of the Chancellor.

ill. Definitions

A. Financially Dependent: For purposes of this policy, a financially depen-
dent student is one who is claimed as a dependent for tax purposes, or
who receives more than one-half of his or her support from a parent, le-
gal guardian, or spouse during the 12-month period immediately prior
to the last published date for registration for the semester or session. If a
student receives more than one-half of his or her support in the aggregate
from a parent, legal guardian, or spouse, the student shall be considered
financially dependent on the person providing the greater amount of
support. The dependent relationship must have formally existed by
legally contracted marriage or court order recognized under the laws of
the state of Maryland for at least 12 consecutive months immediately
prior to and including the last date available to register for courses in the
semester or session for which the petition applies.

B. Financially Independent: A financially independent student is one who
(a) declares himself or herself to be financially independent as defined
herein, (b) does not appear as a dependent on the federal or state income
tax return of any other person, (c) receives less than one-half of his or her

School of Pharmacy

support from any other person or people, and (d) demonstrates that he
or she provides through self-generated support one-half or more of his or
her total expenses.

C. Parent: A parent may be a natural parent, or if established by a court order
recognized under the laws of the state of Maryland, an adoptive parent.

D. Guardian: A guardian is a person so appointed by a court order recog-
nized under the laws of the state of Maryland.

E. Spouse: A spouse is a partner in a legally contracted marriage as recog-
nized under the laws of the state of Maryland.

F. Self-generated: Describes income which is derived solely from compen-
sation for an individual's own efforts as evidenced, for example, by fed-
eral or state W-2 forms or IRS Form 1099, in which interest income is
based upon finances created from one's own efforts. For the purposes of
this policy, grants, stipends, awards, benefits, loans, and gifts (including
federal and state aid, grants, and loans) may not be used as self-generated
income.

G. Regular Employee: A regular employee is a person employed by the Uni-
versity System of Maryland who is assigned to a state budget line. Exam-
ples of categories not considered regular employees are graduate assis-
tants, contingent employees, if-and-when-needed, and temporaries.

Approved by the University System of Maryland Board of Regents, Aug. 28, 1990;
amended Nov 27. 2000.)

STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT

The Student Right-to-Know and Campus Security Act (Public Law 101 542),
signed into federal law Nov. 8, 1990, requires that the University of Maryland
make readily available to its students and prospective students the information
listed below. Should you wish to obtain any of the following information, send
your name, address, school, and program, and a listing of the items of interest to:

Office of Student Services

Attention: Student Right-to-Know Request

University of Maryland

621 W. Lombard St., Room 302

Baltimore, MD 21201

• Financial Aid

• Costs of Attending the University of Maryland

• Refund Policy

• Facilities and Services for Students with Disabilities

• Procedures for Review of School and Campus Accreditation

• Completion and Graduation Rates for Undergraduate Students

• Loan Deferral Under the Peace Corps and Domestic Volunteer Services Act

University of Maryland Policy Excerpts

Campus Safety and Security

Campus Crime Statistics

Student Sexual Orientation Nondiscrimination

STUDENT SEXUAL ORIENTATION NONDISCRIMINATION

I. Background

Effective July 11, 1997, the University System of Maryland Board of
Regents specifically prohibited discrimination against students on the basis
of sexual orientation in academic admissions, financial aid, educational ser-
vices, housing, student programs and activities, and recruitment. The board
reserved the right to enforce or comply with any federal or state law, regula-
tion or guideline, including conditions for the receipt of federal funding.
This University reiterates its commitment to the most fundamental princi-
ples of academic freedom, equality of opportunity, and human dignity by
requiring that treatment of its students and applicants for admission be
based on individual abilities and qualifications and be free from invidious
discrimination.

II. Related Employment Policy

University students who are also University employees should be aware
of the "Employee Sexual Orientation Nondiscrimination Policy and
Procedures."

III. Definition

Sexual orientation is the identification, perception, or status of an individual
as to homosexuality, heterosexuality, or bisexuality.

IV. Policy

Consistent with USM's policy, it is this University's policy that:

• within the University, the educational environment will be free of dis-
crimination on the basis of sexual orientation, and

• University students are prohibited from discriminating on the basis of
sexual orientation against fellow students. University personnel, and
other people with whom the students interact during the course of their
educational experiences both on- and off-campus. Students may be disci-
plined for violation of this policy.

School of Pharmacy

Administration and Faculty

University System of Maryland Board of Regents

Nathan A. Chapman, Jr., Chairperson

Lance W. Billingsley

Thomas B. Finan, Jr., Treasurer

Patricia S. Florestano

Louise Michaux Gonzales, Assistant Treasurer

Nina Rodale Houghton

The Honorable Steny H. Hoyer, Secretary

Leronia A. Josey

Clifford M. Kendall

Admiral Charles R. Larson, USN (Ret.), Vice Chairperson

Bruce L. Marcus

The Honorable Hagner R. Mister, ex officio

David H. Nevins

Saleem A. Rasheed, Student Regent

The Honorable James C. Rosapepe

The Honorable Joseph D. Tydings

William T Wood, Assistant Secretary

University System of Maryland Officials

Donald N. Langenberg, PhD, Chancellor

John K. Martin, Vice Chancellor, Advancement

Charles Middleton, PhD, Vice Chancellor, Academic Affairs

Joseph Vivona, Vice Chancellor, Administration and Finance

University of Maryland

David J. Ramsay, DM, DPhil, President

Malinda B. Orlin, PhD, Vice President, Academic Affairs; Dean, Graduate

School
James T. Hill, Jr., MPA, Vice President, Administration and Finance
T. Sue Gladhill, MSW, Vice President, External Affairs
Donald E. Wilson, MD, MACP, Vice President, Medical Affairs; Dean, School

of Medicine
Morton I. Rapoport, MD, President and Chief Executive Officer, University of

Maryland Medical System
Richard R. Ranney, DDS, MS, Dean, Dental School
Karen H. Rothenberg, JD, MPA, Dean, School of Law
Barbara R. Heller, EdD, RN, FAAN, Dean, School of Nursing
David A. Knapp, PhD, Dean, School of Pharmacy
Jessie J. Harris, PhD, Dean, School of Social Work

Administration and Faculty

SCHOOL OF PHARMACY

Administration

David A. Knapp, PhD, Dean and Professor, Pharmacy Practice and Science

Robert S. Beardsley, PhD, Associate Dean, Student Affairs; Professor, Pharmacy
Practice and Science

WilHam Cooper, MBA, Associate Dean, Administration and Finance

R. Gary Hollenbeck, PhD, Associate Dean, Academic Affairs; Associate Profes-
sor, Pharmaceutical Sciences

Cynthia Boyle, PharmD, Director, Continuation Studies; Assistant Director,
Experiential Learning; Assistant Professor, Pharmacy Practice and Science

Margaret Hayes, MS, Director, Student Services and Career Development and
Enhancement Services

Mary Joseph Ivins, Director, Business Services

Tim Munn, BS, Director, Computer and Network Services

Virginia Rees, BA, Assistant Director, External Affairs

Nancita Rogers, MS, Director, External Affairs

Richard E. Rumrill, MS, Director, Experiential Learning; Assistant Professor,
Pharmacy Practice and Science

Barbara G. Zirkin, EdD, Director, Educational Technology; Associate Professor,
Pharmacy Practice and Science

Carolyn O. Footman, Executive Administrative Assistant to the Dean

Board of Visitors

Robert Adams, MS
George S. Barrett, PhD
Alan Cheung, PharmD, MPH
John M. Coster, PhD, RPh
PaulT. Cuzmanes,JD, PhD
Leonard J. DeMino, RPh
Russell B. Fair, RPh
William M. Heller, PhD
Robert Henderson, PD
Neal Janey, JD
Donald M. Kirson
Calvin Knowlton, PhD
Henri Manasse, PhD
Ernest Mario, PhD

Martin B. Mintz, PD, FASCP
James A. Miller, PD
Richard P Penna, PharmD
Robert G. Pinco,JD
Leonard Rodman
Gordon Sato, PhD
David R. Savello, PhD
Stephen C. Schimpff MD
Matthew Shimoda, PharmD
Alex Taylor, BS, Pharm
George C. Voxakis, PharmD,

Chairperson
Clayton L. Warrington, BSP
Ellen Yankcllow, PharmD

School of Pharmacy

Faculty

Alfred Abramson, BSP, RPh, Pharmacy Management, University of Maryland;
Director, Pharmacy Practice Laboratory; Assistant Professor, Pharmacy Prac-
tice and Science.

Bruce D. Anderson, PharmD, DABAT, Chnical Toxicology, Philadelphia Col-
lege of Pharmacy and Science; Director of Operations, Maryland Poison
Center; Associate Professor, Pharmacy Practice and Science.

Larry L. Augsburger, PhD, RPh, Pharmaceutics, University of Maryland;
Shangraw Professor of Industrial Pharmacy and Pharmaceutics; Professor,
Pharmaceutical Sciences.

Kenneth S. Bauer, Jr., PhD, PharmD, RPh, Clinical Pharmacology, University
of Pittsburgh; Assistant Professor, Pharmacy Practice and Science.

Robert S. Beardsley, PhD, RPh, Pharmacy Administration, University of Min-
nesota; Associate Dean, Student Affairs; Professor, Pharmacy Practice and
Science.

Ralph N. Blomster, PhD, RPh, Pharmacognosy, University of Connecticut; Pro-
fessor Emeritus, Pharmaceutical Sciences.

Rachel A. Bongiorno, PharmD, Drug Information Services, Northeastern Uni-
versity; Assistant Professor, Pharmacy Practice and Science.

Cynthia Boyle, PharmD, University of Maryland; Director, Continuation Stud-
ies; Assistant Director, Experiential Learning; Assistant Professor, Pharmacy
Practice and Science.

Nicole Brandt, PharmD, CGP, Geriatrics, University of Maryland; Assistant
Professor, Pharmacy Practice and Science.

Gary G. Buterbaugh, PhD, Pharmacology and Toxicology, University of Iowa;
Professor, Pharmaceutical Sciences.

Andrew Coop, PhD, Opioid Chemistry, University of Bristol; Assistant Profes-
sor, Pharmaceutical Sciences.

Richard N. Dalby, PhD, Pharmaceutics and Drug Delivery, University of
Kentucky; Associate Professor and Vice Chair, Pharmaceutical Sciences.

Russell J. DiGate, PhD, Molecular Biology, University of Rochester; Professor,
Chairperson, Pharmaceutical Sciences.

Bethany DiPaula, PharmD, BCPP, Psychiatry, University of Maryland; Assistant
Professor, Pharmacy Practice and Science.

Thomas C. Dowling, PhD, PharmD, Clinical Pharmaceutical Science/
Nephrology, University of Pittsburgh; Assistant Professor, Pharmacy Practice
and Science.

Natalie D. Eddington, PhD, Pharmacokinetics, University of Maryland; Associ-
ate Professor, Pharmaceutical Sciences.

Donald O. Fedder, DrPH, BSP Health Promotion and Disease Prevention, The
Bloomberg School of Public Health, Johns Hopkins University; Professor,
Pharmacy Practice and Science.

Hamid Ghandehari, PhD, Pharmaceutics/Novel Drug Delivery Systems, Uni-
versity of Utah; Assistant Professor, Pharmaceutical Sciences.

Administration and Faculty

Ronald D. Guiles, PhD, Physical Chemistry, University of California at Berke-
ley; Associate Professor, Pharmaceutical Sciences.

Stuart T. Haines, PharmD, BCPS, CDE, CACP, FASHP Ambulatory Care,
University of Texas at Austin and University of Texas Health Science Center at
San Antonio; Associate Professor, Pharmacy Practice and Science.

Jun Hayashi, PhD, University of Connecticut; Associate Professor, Pharmaceuti-
cal Sciences.

Stephen W. Hoag, PhD, Pharmaceutics, University of Minnesota; Associate Pro-
fessor, Pharmaceutical Sciences.

R. Gary Hollenbeck, PhD, Pharmaceutics, Purdue University; Associate Dean,
Student Affairs; Associate Professor, Pharmaceutical Sciences.

Robert A. Kerr, PharmD, RPh, Ambulatory Pharmacotherapy and Instructional
Systems Design, University of California, San Francisco; Professor and Vice
Chair, Pharmacy Practice and Science.

Kwang Chul Kim, PhD, Pharmacology, Ohio State University; Professor, Phar-
maceutical Sciences.

Wendy Klein-Schwartz, PharmD, MPH, Clinical Toxicology, University of
Maryland; Coordinator for Research and Education, Maryland Poison Cen-
ter; Associate Professor, Pharmacy Practice and Science.

David A. Knapp, PhD, RPh, Pharmacy Administration, Purdue University;
Dean and Professor, Pharmacy Practice and Science.

Cherokee Layson-Wolf, PharmD, Community Pharmacy, University of Mary-
land; Assistant Professor, Pharmacy Practice and Science.

Erik R Lillehoj, PhD, Immunology, Wayne State University School of Medi-
cine; Research Assistant Professor, Pharmaceutical Sciences.

Raymond C. Love, PharmD, BCPP, FASHP, Mental Health, University of
Maryland; Associate Professor, Department of Psychiatry; Associate Professor
and Vice-Chair, Pharmacy Practice and Science.

Alexander D. MacKerell, Jr., PhD, Biochemistry, Rutgers University; Associate
Professor, Pharmaceutical Sciences.

David A. Mays, MBA, PharmD, BCPS, Drug Information Services, Mercer
University; Director, Drug Information Center; Associate Professor, Pharmacy
Practice and Science.

Mary Lynn McPherson, PharmD, BCPS, CACP, Ambulatory Care and Geri-
atrics, University of Maryland; Associate Professor, Pharmacy Practice and
Science.

Robert J. Michocki, PharmD, BCPS, Ambulatory Care and Geriatrics, Univer-
sity of Maryland; Professor, Pharmacy Practice and Science.

David B. Moore, MPA, RPh, Health Care Management, Cornell University;
Assistant Professor, Pharmacy Practice and Science.

J. Edward Moreton, PhD, RPh, Pharmacology, University of Mississippi; Pro-
fessor, Pharmaceutical Sciences.

Jill A. Morgan, PharmD, BCPS, Pediatrics, University of Illinois at Chicago;
A.ssistant Professor, Pharmacy Practice and Science.

C. Daniel Mullins, PhD, Pharmacoeconomics, Duke University, Associate Pro-
fessor, Pharmacy Practice and Science.

School of Pharmacy

Jason M. Noel, PharmD, Rutgers University; Assistant Professor, Pharmacy
Practice and Science.

Francis B. Palumbo, PhD, RPh, Health Care Administration, University of
Mississippi; JD, University of Baltimore Law Center; Director, Center on
Drugs and Public Policy; Professor, Pharmacy Practice and Science.

Karen I. Plaisance, PharmD, RPh, BCPS, Pharmacokinetics and Infectious Dis-
eases, State University of New York at Buffalo; Associate Professor, Pharmacy
Practice and Science.

James E. Polli, PhD, RPh, Pharmaceutics, University of Michigan; Associate
Professor, Pharmaceutical Sciences.

Francoise G. Pradel, PhD, Health Policy and Administration, University of
North Carolina at Chapel Hill; Assistant Professor, Pharmacy Practice and
Science.

Magaly Rodriguez de Bittner, PharmD, RPh, BCPS, CDE, Ambulatory Care,
Community Pharmacy Practice, Diabetes Management, University of Puerto
Rico, University of Maryland; Associate Professor, Pharmacy Practice and
Science.

David S. Roffman, PharmD, RPh, BCPS, Cardiovascular Therapeutics, Univer-
sity of Maryland; Associate Professor, Pharmacy Practice and Science.

Gerald M. Rosen, PhD, Chemistry, Clarkson College of Technology; JD, Duke
University School of Law; Emerson Professor, Pharmaceutical Sciences.

Richard Rumrill, MS, FASHP, Pharmacy, University of Florida; Director, Expe-
riential Learning; Assistant Professor, Pharmacy Practice and Science.

Ginette Serrero, PhD, University of Nice, France; Professor, Pharmaceutical
Sciences.

Paul Shapiro, PhD, Pharmacology/Signal Transduction, University of Vermont
College of Medicine; Assistant Professor, Pharmaceutical Sciences.

Gary H. Smith, PharmD, FASHP, FCCP, Drug Information and Infectious
Diseases, University of California; Professor and Chair, Pharmacy Practice and
Science.

Rakesh Srivastava, PhD, Cancer Biology, University of Guelph, Ontario,
Canada; Assistant Professor, Pharmaceutical Sciences.

Bruce C. Stuart, PhD, Economics, Washington State University; Parke-Davis
Professor; Director of the Peter Lamy Center on Drug Therapy and Aging,
Pharmacy Practice and Science.

Daniel J. Sussman, PhD, Biochemistry, Johns Hopkins University; Research
Assistant Professor, Pharmaceutical Sciences.

Anthony C. Tommaselio, PhD, RPh, Substance Abuse and Chemical Depen-
dence, University of Maryland; Director, Office of Substance Abuse Studies;
Associate Professor, Pharmacy Practice and Science.

James A. Trovato, PharmD, BS, RPh, BCOP, Hematology and Oncology,
Purdue University; Assistant Professor, Pharmacy Practice and Science.

Mona Tsoulderis, PharmD, BCPS, Ambulatory Care and Asthma Management,
University of Maryland; Associate Professor, Pharmacy Practice and Science.

Ashiwel S. Undie, PhD, Pharmacology, the Medical College of Pennsylvania;
Associate Professor, Pharmaceutical Sciences.

Administration and Faculty

Jia Bei Wang, PhD, Pharmacology and Experimental Therapeutics, University
of Maryland; Associate Professor, Pharmaceutical Sciences.

Myron Weiner, PhD, RPh, Pharmacology and Toxicology, University of Mary-
land; Professor, Pharmaceutical Sciences.

Sheila R. Weiss, PhD, Epidemiology, Johns Hopkins University; Assistant Pro-
fessor, Pharmacy Practice and Science.

Angela Wilks, PhD, Biochemistry, University of Leeds, England; Assistant
Professor, Pharmaceutical Sciences.

Catherine B. Willmore, PhD, RPH, Medical College of Virginia; Instructor and
Research Specialist, Pharmaceutical Sciences.

Jeremy Wright, PhD, RPh, Biomedicinal Chemistry, University of London; Pro-
fessor Emeritus, Pharmaceutical Sciences.

Julie Magno Zito, PhD, Social and Behavioral Pharmacy, University of Min-
nesota; Associate Professor, Pharmacy Practice and Science.

Barbara G. Zirkin, EdD, Johns Hopkins University; Director Educational Tech-
nology; Associate Professor, Pharmacy Practice and Science.

Ilene H. Zuckerman, PharmD, RPh, Geriatrics and Ambulatory Care, Univer-
sity of Maryland; Associate Professor, Pharmacy Practice and Science.

Adjunct Faculty

Clinical Professor

Thomas Sisca, PharmD, Shore Health System

Clinical Associate Professor

Daniel Ashby, MS, The Johns Hopkins Hospital

Patrick Birmingham, MAS, NeighborCare Pharmacies, Inc.

Karim Calis, PharmD, NIH Clinical Center

Joseph Gallina, PharmD, University of Maryland Medical System

Rolley Johnson, PharmD, Johns Hopkins Bayview Campus

Carlton K. Lee, PharmD, The Johns Hopkins Hospital

Douglas J. Scheckelhoff, MS, Children's National Medical Center

Phillip Weiner, PharmD, Weiner's Home Health Care

Donald K. Yee, BSP, Kaiser Permanente

Clinical Assistant Professor

Rasha S. Abouelkheir, BSP Walgreens

Stephen J. Adamczyk, BSP, Giant Pharmacy

Virna I. Almuete, BSR The Johns Hopkins Hospital and Health System

Marsha Alvarez, PharmD, Program Support Center

Linda W. Anderson, PhD, Christiana Care Health System

Michelle Andoll, JD, Maryland Board of Pharmacy

Virginia L. Apyar, BSP Rite Aid Pharmacy

Mahiyar Arjomand, PharmD, Kaiser Permanente

Maria Apostolarios, PharmD, Otsuka America Pharmaceutical

Susan Arnold, PharmD, The Johns Hopkins Hospital and Health System

School of Pharmacy

David M. Arrington, PharmD, Suburban Hospital
Hector Ayu, MBA, Kmart Pharmacy
Lee Barker, MBA, Safeway Pharmacy

Cynthia E. Barlow, PharmD, Christiana Care Health System
Phyllis Bartilucci, MS, Civista Medical Center
Britt C. Bayles, PharmD, National Naval Medical Center
Megan E. Bayliff, PharmD, Christiana Care Health System
Richard Baylis, BSP, Levindale Hebrew Geriatric Center
Trent Beach, PharmD, Christiana Care Health System
Gerald Beachy, BSP, Beachy's Pharmacy
David Becker, BSP CVS Pharmacy
John Beckman, BSP, Beckman Greene Street Pharmacy
Robert Berg, PharmD, VA Medical Center
Michael Berndt, MS, Walter Reed Army Medical Center
Brian Berryhill, BSP, Giant Pharmacy
Stephen, Bierer, BSP Wal-Mart Pharmacy
Alisa E. Billington, BSP, Woodhaven Pharmacy
Mary C. Binghay, PharmD, Shady Grove Adventist Hospital
Anthony Bixler, BSP, York Apothecary, Inc.
Frank Blatt, PharmD, Oak Dale Pharmacy
Ruth Blatt, BSP NeighborCare Pharmacies, Inc.
Michael N. Blazejak, BSP, Franklin Square Hospital
Barry Bloom, BSP, Giant Pharmacy
Thomas Bolt, BSP, The Medicine Shoppe
Gene Borowski, BSP, Village Pharmacists
John Braaten, BSP, Twin Knolls Pharmacy
Lynette Bradley, PhD, CVS Pharmacy
Thomas Brenner, BSP, York Hospital
James L. Bresette, PharmD, IHS Office of Public Health
Barry Bress, MHA, NeighborCare Pharmacies, Inc.

Jeffrey Brewer, PharmD, The Johns Hopkins Hospital and Health System
Eric L. Brooks, BSP Wal-Mart Pharmacy
Keith Broome, BSP, Pharmacare of Cumberland
Daria A. Brown, PharmD, Columbia Arlington Hospital
Brian D. Buck, PharmD, University of Maryland Medical System
Patrick Burke, BSP Chestnut AID Pharmacy
Royce A. Burruss, MBA, Homecall Pharmaceutical Service
Alvin Burwell, PharmD, Alexandria Pharmacy
Demetris M. Butler, PharmD, Laurel Regional Hospital
Sherry L. Butler, BSP, Metro Pharmacy
James B. Caldwell, PharmD, Anne Arundel Medical Center
Kevin Callahan, PharmD, Shore Health System
Kelly Cantwell-McNelis, PharmD, Christiana Care Health System
Thomas P. Cargiulo, PharmD, University of Maryland Drug Treatment Center
Mark Chamberlain, PharmD, University of Maryland Drug Information
Service

Administration and Faculty

Leo Chan, BSP, Food and Drug Administration

Robert Chang, BSP, Maryland Department of Health & Mental Hygiene

David R. Chason, MBA, Good Samaritan Hospital

Fred Chatelain, MS, INOVA-Alexandria Hospital Pharmacy

Fred Choy, MS, Millenia Healthcare Corporation

Eugene R. Cierniak, PharmD, Christiana Care Health System

Johanna M. Clark, BSP, Center for Health Information, Inc.

Nancy Clark, PharmD, Spring Grove Hospital Center

Lou Cobuzzi, MS, VA Medical Center

Gerald Cohen, BSP, Rite Aid Pharmacy

Kimberly A. Compton, BSP, Food and Drug Administration

Catherine Cooke, PharmD, Pfizer, Inc.

Deborah B. Cooper, PharmD, AdvancePCS

Teresa E. Corbo, PharmD, Christiana Care Health System

Kimberly B. Couch, PharmD, Christiana Care Health System

James M. Crable, BSP, Finan Center

Judy L. Grain, PharmD, Shore Health System

Daniel Crerand, BSP, Family Health Apothecary, Inc.

Terry Crovo, BSP, Ensign Pharmacy at Good Samaritan Hospital

Wayne Crowley, BSP, Giant Pharmacy

Hedy Cylus-Gleiman, BSP, CVS ProCare Pharmacy

Dinesh V. Dave, MS, Shoppers Pharmacy

Robert DeChristoforo, MS, National Institutes of Health

Rhea-Marie del Rosario, BSP, NeighborCare Pharmacies, Inc.

Morrell C. Delcher, MBA, Mercy Medical Center

Randy Delker, PharmD, HMIS, Inc.

Karl D. Dickson, BSP Walgreens

Robert Dombrowski, PharmD, VA Medical Center

Joseph Dorsch, Jr., MBA, Voshell's Pharmacy

Charles R. Downs, PharmD, Washington County Hospital

Patricia Draper, BSP, Edwards Pharmacy

Leilani D. Drayer, BSP Rite Aid Pharmacy

Babette S. Duncan, PharmD, AdvancePCS Clinical Services

Janice Dunsavage, MAS, Pinnacle Health Hospitals

Quynh N. Duong, PharmD, Y & S Pharmacy Services

Joseph C. Dupuis, MBA, Walter Reed Army Medical Center

Augustine Durso, BSP, IV TX of Maryland

Jeffrey Edwards, BSP, Greater Baltimore Medical Center

Jeffrey E. Ensor, PharmD, Greater Baltimore Medical Center

Eugene Erb, PharmD, Shore Memorial Hospital

Michael J. Evanko, BSP VA Medical Center

Mark Ey, BSP, NeighborCare Pharmacies, Inc.

Darlene Fahrman, BSP, Wal-Mart Pharmacy

Alfred Fallavollita, Jr., MS, NIH National Cancer Institute

Samia H. Farah, BSP VA Medical Center

Richard J. Faris, MS, The Johns Hopkins Hospital and Health System

School of Pharmacy

Cynthia Feinberg, BSP, Rite Aid Pharmacy

Madeline Feinberg, PharmD, Chase Braxton Clinic

Richard Fejka, MS, NIH Clinical Nuclear Pharmacy

Robert Feroli, PharmD, The Johns Hopkins Hospital and Health System

Philip Fiastro, BSP Weis Pharmacy

Jerome Fine, PharmD, HMIS, Inc.

Aliya Fouzi, PharmD, University of Maryland Medical System

Anthea Francis, BSP The Johns Hopkins Hospital and Health System

Catherine E. Fronc, PharmD, Kaiser Permanente

Albert T. Fuch, Jr., BSP Weis Pharmacy

Robert J. Fuentes, MS, Medlmmune, Inc.

Dwayne J. Gallagher, PharmD, Penn State Milton S. Hershey Medical Center

Howard J. Gampel, BSP, CVS Pharmacy

Nahid Gazy, PharmD, Kmart Pharmacy

Valerie J. George, BSP, Weis Pharmacy

David Gerrold, BSP, Giant Pharmacy

Robert Gerstein, BSP Weis Pharmacy

Sandra Geyser, BSP, University of Maryland Medical System

Mary Giesey, MBA, North Arundel Hospital

Nancy Gilbert-Taylor, BSP, Fuller Medical Center Pharmacy

Donald J. Glenn, MPH, The Johns Hopkins Hospital

Harvey Goldberg, BSP, Freedom Drug

Marvin Goldberg, BSP, Giant Pharmacy

Barry Goldspiel, PharmD, NIH Clinical Center

Alan Goldstein, BSP, Giant Pharmacy

Thomas Goolsby, BSP, Weis Pharmacy

Bruce M. Gordon, PharmD, BD Healthcare Consulting

Gail M. Goshey, BSP Rite Aid Pharmacy

Charles Graefe, BSP, Giant Pharmacy

Ben Grismore, BSP, Rite Aid Pharmacy

Patricia E. Grunwald, PharmD, Frederick Memorial Hospital

Maria T. Guintu, BSP CVS Pharmacy

Karl F. Gumpper, BSP, Children's National Medical Center

Douglas Haggerty, BSP, Target Pharmacy

Cynthia J. Halas, PharmD, VA Medical Center

Mayer Handleman, BSP NeighborCare Pharmacies, Inc.

Jon Hann, BSP CVS Pharmacy

Michael C. Hawk, BSP Wal-Mart Pharmacy

Elham Hekmat, PharmD, Georgetown University Hospital

Frank Henderson, Jr., BSP Klein's Pharmacy

Peggy Dimetra Papageorge Henkle, BSP, Weis Pharmacy

Gerard Herpel, BSP Deep Creek Pharmacy

Andrea Hershey, PharmD, Union Memorial Hospital

William A. Hess, BSP, Food and Drug Administration

William Hill, BSP Hill's Drug Store

Andrea Hoguet, PharmD, VA Medical Center

Administration and Faculty

A- Herbert Holmes, Jr., PharmD, Severn Healthcare

Carol Hoiquist, BSP, Food and Drug Administration

Angelique K. Hooper, BSP, Anchor Pharmacy

Charles V. Hoppes, MPH, Food and Drug Administration

Jon D. Horton, PharmD, York Hospital

Stephen Hospodavis, BSP, Steve's Pharmacy

David W. Houston, Jr., BSP Anchor Pharmacy

Anthony Ihenatu, PharmD, Bon Secours Hospital

Amy Ives, PharmD, VA Medical Center

Thomas Jackson, BSP, St. Mary's Hospital

Christopher W. James, PharmD, Christiana Care Health System

Robert A. Jasinski, BSP, City Pharmacy of Elkton

Sandra A. Jaskulski, BSP, Rite Aid Pharmacy

Julie S. Johnson, BSP, NeighborCare Pharmacies, Inc.

Mitchell A. Johnston, PharmD, VA Medical Center

John T. Jordan, Jr., PharmD, Peninsula Regional Medical Center

Ramon Juta, BSP, Rite Aid Pharmacy

Timothy T. Kafauver, BSP, VA Medical Center

Christine Kahley, PharmD, York Hospital

Behnam Kamrad, PharmD, Kaiser Permanente

Tep M. Kang, PharmD, Christiana Care Health System

Bennett Kantorow, BSP VA Medical Center

Robert Kantorski, BSP, Ritchie Pharmacy

Albert Katz, PharmD, Arundel Pharmacy

Ronald E. Kavanagh, PharmD, Food and Drug Administration

Laura Keefer, PharmD, University of Maryland Medical System

Charles 'W. Kelly, BSP, Craig's Drug Store, Inc.

Deanna L. Kelly, PharmD, Maryland Psychiatric Research Center

Ed Kern, BSP Weis Pharmacy

Mark Kern, PharmD, Mercy Medical Center

Masoomeh Khamesian, PharmD, Howard County General Hospital

Brenda J. Kiliany, PharmD, Food and Drug Administration

Brian Y. Kim, BSP CVS Pharmacy

Hannah Kim, PharmD, American Society of Health-System Pharmacists

Mari Kim, PharmD, Doctors' Community Hospital

Tina S. Kim, PharmD, Kaiser Permanente

David King, BSP, Georgetown Infusion Services

Larissa Kitenko, PharmD, Peninsula Regional Medical Center

Ronald P. Kleiman, BSP, Wal-Mart Pharmacy

Dennis Klein, BSP, Giant Pharmacy

Robert Kline, BSP, Atlantic General Hospital

David Knauer, BSP, Johns Hopkins Pharmaquip

Joan Korek, PharmD, Astra Pharmaceuticals

David A. Kotzin, MS, Walter Reed Army Medical Center

Tamara Kozlowski, PharmD, Carroll County Hospital

Mary E. Kremzner, PharmD, Food and Drug Administration

School of Pharmacy

Jay Krosnick, BSP, NeighborCare Pharmacies, Inc.

Edmond J. Kucharski, BSP, Carroll County Hospital

John A. Kudrick, MS, McKesson Bioservices

Scott Kuperman, BSP, NeighborCare Pharmacies, Inc.

Vincent Lacroce, PharmD, Penn State Geisinger Health System

Lisa Lansberry, PharmD, Giant Pharmacy

Judy L. Lapinski, PharmD, CVS Pharmacy

Betsy T. Le, PharmD, VA Medical Center

Dan Le, PharmD, Franklin Square Hospital Center

Louise Leach, BSP, Northwest Hospital Center

Alice Lee, PharmD, Kaiser Permanente

Laura Lees, PharmD, The Johns Hopkins Hospital and Health System

Laura R. Lehman, PharmD, Union Memorial Hospital

DeAnna D. Leikach, BSP, NeighborCare Pharmacies, Inc.

Neil Leikach, BSP, Catonsville Pharmacy

Louis E. Levenson, MAS, Kernan Hospital

Mark A. Levi, BSP, Epic Pharmacies, Inc.

Bonnie Levin, PharmD, Laurel Regional Hospital

Dizza Levy, BSP, NeighborCare Pharmacies, Inc.

Joseph Libercci, BSP, Park Avenue Pharmacy

Mark Lichtman, BSP, Drug City Pharmacy

David Liebman, DPA, Kayes AID Pharmacy

Larry P. Lim, PharmD, Food and Drug Administration

Steven D. Lowery, PharmD, Pharmacare of Cumberland

Timothy Lubin, BSP, NeighborCare Pharmacies, Inc.

Mitchell D. Lucy, MS, Malcolm Grow Medical Center

Nancy B. Mabie, BSP, U.S. Pharmacopeia

Alonzo Mable, MS, Kaiser Permanente

Marie Mackowick, PharmD, Crownsville Hospital Center

Alexandra L. MacLeod, BSP CVS Pharmacy

JefFery Maltese, BSP, Shoppers Pharmacy

Laura K. Mark, PharmD, The Johns Hopkins Hospital and Health System

Scott M. Mark, PharmD, Children's National Medical Center

Paul Marra, BSP, Giant Pharmacy

JuliannaT. Marten, PharmD, Mt. Washington Pediatric Hospital

Brian R. Martin, PharmD, VA Medical Center

Robert Martin, Jr., BSP, Potomac Valley Pharmacy, Inc.

Todd E. Martino, PharmD, Giant Pharmacy

Robert Massey, MSA, Walter Reed Army Medical Center

Herbert G. Mathews IH, PharmD, Mt. Washington Pediatric Hospital

Peter T. Mbi, BSP The Medicine Shoppe

Robert J. McAuley, MS, Pfizer, Inc.

Mark McDougall, BSP McDougall's Pharmacy

Helen McFarland, PharmD, The Johns Hopkins Hospital and Health System

Earle G. McFerren, BSP Eckerd Pharmacy

Gina McKnight-Smith, PharmD, MBA, NeighborCare Pharmacies, Inc.

Administration and Faculty

Michael F. McMahon, BSR Rite Aid Pharmacy

Neo Melonas, BSP, VA Medical Center

Henry E. Merritt, PharmD, National Naval Medical Center

Nasir Mian, PharmD, Reston Hospital Center

Harvey Miller, BSP Rite Aid Pharmacy

Katherine D. Mills, PharmD, Penn State Milton S. Hershey Medical Center

Martin Mintz, BSP, Northern Pharmacy & Medical Equipment

Rita Mitsch, PharmD, Franklin Square Hospital Center

Laurie Mohler, BSP, NeighborCare Pharmacies, Inc.

Joseph M. Morrissey, MS, Howard County General Hospital

Pam Moussavian-Yousefi, PharmD, Walter Reed Army Medical Center

Jeffrey L. Moyer, BSP, Waynesboro Hospital

Charles Muendlein, BSP, Lykos Pharmacy

Linda Nadal-Hermida, BSP, Kmart Pharmacy

Leon Nelson, BSP Rite Aid Pharmacy

Matthew Nelson, PharmD, VA Medical Center

John Ness, PharmD, Fallston General Hospital

Pauline Newman, BSP, The Johns Hopkins Hospital and Health System

Teresa Ng, PharmD, Kaiser Permanente

Nicole T. Nguyen, BSP, Shoppers Pharmacy

Bao-Anh Nguyen-Khoa, PharmD, Center for Health Information, Inc.

Mary Ann Niesen, PharmD, Crownpoint Healthcare Facility

Akwasi Nkansah, BSP, Rite Aid Pharmacy

Ronald A. Nosek, Jr., MS, National Naval Medical Center

Joseph Nusbaum, BSP, Ambulatory Care Pharmacy

Godwin Odunze, MS, DC Chartered Health Center

Donna L. O'Keefe, PharmD, Washington County Hospital

Helen Osborn, BSP, Montgomery General Hospital

Richard Ottmar, MBA, Western Maryland Health System

Heather A. Owens, PharmD, Pharmaquip/Rx Express at Bayview

Larry Owens, PharmD, York Hospital

Victoria C. Paoletti, PharmD, Christiana Care Health System

Jane A. Paranych, PharmD, The Johns Hopkins Hospital and Health System

Joseph Pariser, BSP, Giant Pharmacy

Richard D. Parker, Jr., BSP, Giant Pharmacy

Daniel S. Pastorek, BSP, Shoppers Pharmacy

Ashish Patel, BSP CVS Pharmacy

Kalpna Patel, MS, Giant Pharmacy

Mira M. Patel, BSP, The Medicine Shoppe

David W. Patterson, BSR Health Guard

Robert Patti, PharmD, York Hospital

Carol Paulick, MBA, St. Agnes Health Care

James Pellenbarg, BSP, Wal-Mart Pharmacy

Maureen A. Pelosi, BSP Food and Drug Administration

David Perrott, BSP, Mt. Washington Pediatric Hospital

Janice V. Perry, PharmD, VA Medical Center

86 School of Pharmacy

Lynn J. Peterson, BSP, CVS Pharmacy

Wallace Pickworth, PhD, NIDA, Addiction Research Center

Mark Pilachowski, BSP, Kleins Pharmacy

Sanyi Pin, BSP, Bon Secours Hospital

Bonnie L. Pitt, MAS, Frederick Memorial Hospital

Marilyn R. Pitts, PharmD, Greater Southeast Community Hospital

Barry Poole, BSP, Food and Drug Administration

David Posner, BSP, Giant Pharmacy

Patricia A.G. Powers, PharmD, Kaiser Permanente

Cathy A. Prenger, PharmD, CVS Pharmacy

Douglas Pryor, MBA, Maryland General Hospital

Frank Pucino, Jr., PharmD, National Institutes of Health

Jacob Raitt, PhD, Rite Aid Pharmacy

Ashok A. Ramkissoon, BSP, HomeCall Pharmaceutical Services, Inc.

Blanca Ratzlaff, PharmD, VA Medical Center

Diane T. Raum, BSP, Safeway Pharmacy

Robert F. Reinke, BSP, Greater Baltimore Medical Center

Jeffery A. Reitz, PharmD, Christiana Care Health System

Earl W. Rhoads, BSP The Medicine Shoppe

Carol Ritchie, BSP, Thomas B. Finan Center

Kim Z. Robbins, BSP, Happy Harry's Pharmacy

Michael D. Roberts, MS, National Rehabilitation Hospital

David Rochlin, BSP, Giant Pharmacy

Jeffrey Rodkey, BSP Rite Aid Pharmacy

Amilcar Rodriguez, MS, National Naval Medical Center

Luis F. Rosado, BSP, Target Pharmacy

Dennis Rosenbloom, PharmD, Rexall Pharmacy

Wendy M. Rosenthal, PharmD, MedOutcomes, Inc.

Annette M. Rowden, PharmD, The Johns Hopkins Hospital and Health System

Carol Rudo, PharmD, VA Medical Center

David Russo, MBA, Russo's Pharmacy

James J. Rybacki, PharmD, The Clearwater Group

Cyrus Samet, PharmD, Suburban Hospital

Margaret A. Sanbower, BSP, Weis Pharmacy

Brian T. Sanderoff, BSP, Your Prescription for Health

Mark R. Sanford, MBA, University of Maryland Medical System

Joseph J. Scalese III, BSP Weis Pharmacy

Randolph Schaap, BSP Rite Aid Pharmacy

Edward Schairer, BSP, Weis Pharmacy

Howard R. Schiff, BSP, Maryland Pharmacists Association

Angelica Schneider, BSP, NeighborCare Pharmacies, Inc.

Kevin A. Schnupp, PharmD, Maryland General Hospital

Joseph Schuman, BSP, Maryland Rehabilitation Center Pharmacy

Brian Schumer, BSP, Rite Aid Pharmacy

Rizwan A. Shah, MS, Weis Pharmacy

Kelly Shanahan, BSP, Kmart Pharmacy

Administration and Faculty

Brent Sharf, BSP, Bon Secours Hospital

Matthew G. Shimoda, PharmD, NeighborCare Pharmacies, Inc.

Chong W. Shin, BSP, University of Maryland Medical System

Scott A. Shoop, PharmD, Christiana Care Health System

Lawrence Siegel, MAS, Carroll County Hospital

Cheryl Simmons-Gray, PharmD, Kaiser Permanente

Robert Sinker, BSP, Potomac Village Pharmacy

Melissa Skarbelis, BSP, Wal-Mart Pharmacy

Jann B. Skelton, MBA, Medica

Ralph A. Small, Jr., BSP Rite Aid Pharmacy

Billy R. Smith, MA, Monarch Pharmaceuticals, Inc.

Donald Smith, PharmD, USPHS YK Delta Regional Hospital

John Smith, BSP, Giant Pharmacy

Gary Sobotka, BSR CVS Pharmacy

Dominic A. Solimando, Jr., MA, Walter Reed Army Medical Center

Suzanne L. Spurr, PharmD, Wal-Mart Pharmac)'

James R. Staffa, BSP, Shoppers Pharmacy

Leila V. Stecklein, PharmD, Kaiser Kensington Pharmacy

Carol Stevenson, BSP, Metro Pharmacy

Jerry C. Stewart, BSP, Western Maryland Health System

Howard C. Stoops, BSP, Syncor Pharmacy Services

Gary R. Stout, BSP, Safeway Pharmacy

Susan Sullivan, BSP, Target Pharmacy

Susan L. Summers, BSP, CVS Pharmacy

Suzanne Suter-Lowe, BSP, Rite Aid Pharmacy

William Tabak, BSP Rite Aid Pharmacy

Richard Tarr, BSP, Giant Pharmacy

Lawrence Taylor, BSP, CVS Pharmacy

Eloise Thibault, PharmD, American Pharmaceutical Association

Christopher E. Thomas, PharmD, VA Medical Center

Keith R. Thomasset, PharmD, The Johns Hopkins Hospital

Karen Thompson, BSP, St. John's Pharmacy

Donna L. Topping, PharmD, The Johns Hopkins Hospital

Lisa Townsend, PharmD, Hill's Drug Store

Dat T. Tran, BSP CVS Pharmacy

Hieu T. Tran, PharmD, Kent General Hospital

Penelope Trikeriotis, BSP, Giant Pharmacy

Kathleen Truelove, BSP The Johns Hopkins Hospital

Marshall Tsakiris, BSP, Giant Pharmacy

Richard Tsao, PharmD, Greater Southeast Community Hospital

Sara C. Turk, PharmD, Good Samaritan Hospital

Nancy D. Tzeng, PharmD, Johns Hopkins Bayview

Tracy M. Valani, PharmD, Penn State Milton S. Hershey Medical Center

Beth Vanderheyden, PharmD, University of Maryland Medical System

Wayne VanWie, BSP, Safeway Pharmacy

David J. Vaxmonsky, BSP, Happy Harry's Pharmacy

88 School of Pharmacy

Michael A. Veltri, PharmD, Johns Hopkins Children's Hospital

Rebecca A. Viola, BSP, Walter Reed Army Medical Center

Paul Vitale, PharmD, Anne Arundel Medical Center

Doris Voigt, BSP, Kimbrough Ambulatory Care Center

J. Kenneth Walters, PharmD, Sheppard Pratt Hospital

Terrill Washington, PharmD, VA Medical Center

D. Raymond Weber, PharmD, Kent and Queen Anne's Hospital

Marc R. Weinberg, BSP, Super Fresh Pharmacy

Michael Weinstein, BSP, The Apothecary

Sandra S. Werking, PharmD, Mercy Medical Center

Stephen W Wickizer, PharmD, AHCPR

Thomas Wleland, BSP, Safeway Pharmacy

Stephen Wienner, BSP, Mt. Vernon Pharmacy

Anne M. Wiland, PharmD, Universiry of Maryland Medical System

Donna C. Williams, BSP, Alpharma

Thomas Williams, PharmD, Wellspan Pharmacy

Rene L. Williamson, PharmD, Kaiser Permanence

Sharon D. Wilson, PharmD, Universiry of Maryland Medical System

Thomas Wilson, PharmD, Cape Apothecary

Dante R. Winter, BSP CVS Pharmacy

Rudy Winternitz, BSP, Brookville Pharmacy

Eileen Wu, PharmD, Montgomery General Hospital

Beverly Yachmetz, PharmD, Diabetes Connection

Ellen Yankellow, PharmD, Y&S Pharmacy Services, Inc.

Martin Yankellow, BSP, Weis Pharmacy

David M. Yoder, PharmD, HomeCall Pharmaceutical Services, Inc.

Eric J. Yospa, BSP, Family Pharmacy of Hampstead

Deirdre A. Younger, BSP, Health Center Pharmacy

Jonas J. Yousem, BSP, NeighborCare Pharmacies, Inc.

Catherine C. Yu, PharmD, Food and Drug Administration

Faramarz Zarfeshanfard, BSP, The Johns Hopkins Hospital and Health System

C. Alex Zarow, MBA, Kent General Hospital

Robert Zepp, BSP, Universiry of Maryland Medical System

Clinical Instructor

William R. Chester, PharmD, Safeway Pharmacy

Seth A. Cohen, PharmD, CVS Pharmacy

Chi Duong, PharmD, Santa Fe Indian Hospital

William Ehrlich, PharmD, Johns Hopkins Bayview

Robin Garner-Smith, PharmD, Care Apothecary

Administration and Faculty

Program Course
Descriptions

PHARMD COURSE DESCRIPTIONS

DIDACTIC REQUIRED COURSES

PHAR 510— Biochemistry (3)

A course of study which builds on the principles of cell biology and genetics with
a systematic consideration of the chemical components and requirements of liv-
ing systems from the molecular to the cellular level. These fundamentals of
biochemical structure, function, and energetics provide a platform for compre-
hension of pharmaceutical biotechnology, and for understanding determinants of
disease, the pathobiochemistry of organ systems, mechanisms of drug action and
adverse reactions, and novel drug delivery systems.

PHAR 5 1 3— Drug Chemistry (2)

A study of the principles of organic chemistry that comprise basic elements of
pharmaceutical science. The emphasis is on the relationship between molecular
structure and chemical, physical, and biophysical properties of systems that arise
from molecular interactions. The course provides a platform for comprehension
of pharmaceutical concerns such as the stability of drugs and drug products, the
conformation of bioactive proteins, the basis for drug-receptor interactions, the
structure of biological membranes, and major drug classes.

PHAR 514— Human Biology I (3)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
of complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The
anatomy, histology, and physiology of the human body is organized by organ sys-
tems to include the integumentary, skeletal, muscular, nervous, endocrine,
cardiovascular, lymphatic, respiratory, digestive, urinary, and reproductive
systems.

PHAR 516 — Pharmacy Practice and Education (2)

This prefatory course introduces the new Doctor of Pharmacy student to the
science and profession of pharmacy. The evolution and implications of pharma-
ceutical care and the philosophical basis for the pharmacy curriculum are
discussed. Students are introduced to skills necessary for success during the four-
year curriculum through the opportunity to critically evaluate problems, discuss

School of Pharmacy

ethical dilemmas, develop and apply computer and literature-retrieval skills, and
practice verbal and written communication skills. The importance of indepen-
dent and cooperative learning activities is emphasized.

PHAR 5 1 7— Study Design and Analysis (2)

Students are introduced to the pivotal role of study design and statistical analysis
considerations in the design and evaluation of basic, clinical, epidemiological,
and social science research. The course focuses on the proper design of studies
with emphasis on threats to internal validity and generalizability. A variety of
descriptive and inferential statistical procedures and methods are surveyed with
emphasis on the interpretation of the results of research.

PHAR 520— Molecular Biology (3)

This course is an integrated Cell and Molecular Biology course. It is designed to
thoroughly introduce the student to the mechanisms of DNA replication, recom-
bination, repair, transcription, protein synthesis, and gene regulation and signal
transduction. The course focuses on the relationship of these processes to current
pharmaceutical interventions and those of the future. At the conclusion of this
course, the student will also be able to describe, in detail, the mechanisms of
DNA metabolism, protein synthesis, gene regulation, and signal transduction.
The student will also be able to describe and indicate the basis for current diag-
nostic tests that incorporate modern Cell and Molecular Biology techniques.

PHAR 522— Context of Health Care (3)

Students actively develop a contemporary definition of health care and critically
examine the health care system with special emphasis on relevant legislation, tra-
ditional and nontraditional providers oi health care, the organization and
financing of health care delivery, and the dynamics of pharmaceutical care within
the system. The social, legal, and professional implications of informatics and
computer proliferation in our society is discussed with special emphasis on phar-
macy practice.

PHAR 523— Ethics in Pharmacy Practice (I)

Introduction to the principles of ethical thinking. The philosophy of ethics and
role of formal codes of professional conduct are discussed in the context of resolv-
ing conflicting ethical principals.

PHAR 524— Human Biology II (3)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
of complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The
anatomy, histology, and physiology of the human body is organized by organ sys-
tems to include the integumentary, skeletal, muscular, nervous, endocrine,
cardiovascular, lymphatic, respiratory, digestive, urinary, and reproductive systems.

Program Course Descriptions

PHAR 525— Immunology (2)

The natural and acquired protective mechanisms of the immune system are dis-
cussed with topics ranging from the structure, function, and specificity of
antibodies; B-lymphocyte and T-lymphocyte functions; initiation and control of
immune responses; histocompatibility; and immune-mediated disease. The
course is designed to provide the student with sufficient knowledge of humoral
and cellular immunity to understand the role of the immune system in disease,
the production and use of vaccines and related biologicals, and the rapidly grow-
ing areas of transfusion, transplant, and tumor immunology.

PHAR 526— Physical Chemistry (2)

A study of selected principles of physical chemistry that comprise basic elements
of pharmaceutical science. The emphasis is placed on the relationship between
molecular structure and the physical and biophysical properties of systems that
arise from molecular interactions. The goal of the course is to apply the principles
of physical chemistry to the practice of pharmacy.

PHAR 530— Microbiology/Antibiotics I (2)

A study of the major classes of pathogenic bacteria, bacterial infectious diseases
and antibacterial agents. This course surveys pertinent features of bacterial struc-
ture and virulence factors, host response and disease manifestations and
antibacterial drug design, mechanisms, pharmacokinetics, and toxicity profile.
This course will provide the framework for consideration of the therapeutic prin-
ciples involved in treating bacterial diseases.

PHAR 531 — Pharmaceutical Chemistry (2)

A presentation of the basic chemical principles underlying the activity, absorp-
tion, metabolism, excretion, physico-chemical properties, and design of drug
molecules, culminating in a discussion of drug classes.

PHAR 533— Medicinal Chemistry 1(1)

A comprehensive study of the chemistry of drug products. The course outline
will follow the pharmacological classification of drug molecules, and will include
discussion of chemical properties (physical and organic), stability, solubility,
mechanisms of action where appropriate, and structure-activity relationships.
Where possible, quantitative computer designed studies of drug development will
be mentioned.

PHAR 534— Human Biology III (3)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
of complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The
anatomy, histology, and physiology of the human body is organized by organ sys-
tems to include the integumentary, skeletal, muscular, nervous, endocrine,
cardiovascular, lymphatic, respiratory, digestive, urinary, and reproductive systems.

School of Pharmacy

Ai

PHAR 535— Pharmaceutics (3)

The application of fundamental principles and basic science knowledge to the
multidimensional problems of the formulation, development, testing, produc-
tion, distribution, and administration of safe, effective, stable, and reliable drug
delivery systems. These systems, ranging in sophistication from tablets and cap-
sules to biodegradable implants, are discussed using a problem-based approach
that focuses on the critical determinants for traditional and less-traditional routes
of drug administration.

PHAR 536— Pharmacology I (3)

A systematic consideration of the molecular, cellular, and organismic mechanisms
of drug action, organized by major drug classes. This course of study provides
knowledge of the mechanisms of drug action underlying their use in the treat-
ment of specific and general disease processes.

PHAR 537— Principles of Drug Action (2)

A study of the chemical and biological concepts which apply to the characteriza-
tion, evaluation, and comparison of all drugs. Topics such as dose-response and
receptor theory, receptor transduction mechanisms, pharmacologic selectivity,
pharmacogenetic drug tolerance and dependence, drug allergy, drug resistance
and chemical mutagenesis, carcinogenesis, and teratogenesis are discussed at the
molecular and cellular level. The physical, biological, and chemical principles
underlying drug absorption, distribution, biotransformation, and excretion are
discussed from the molecular to the organ level.

PHAR 540 — Microbiology/Antibiotics II (2)

A study of the major classes of pathogenic fungi and viruses, the diseases that they
cause and antifungal and antiviral agents. This course surveys pertinent features
of fungal and viral structure, virulence factors, life-cycle, disease manifestations
and antifungal/antiviral drug design, mechanisms, pharmacokinetics, and toxic-
ity profile. This course will provide the framework for consideration of the
therapeutic principles involved in treating fungal and viral diseases.

PHAR 541 — Biopharmaceutics and Pharmacokinetics (3)

In this course, the student learns how the processes of drug absorption, distribu-
tion, metabolism, and excretion are coupled with dosage and the important
parameters of clearance, volume of distribution, and bioavailability, to determine
the concentration of a drug at its sites of action in the body. The quantitative
relationship between dose and effect is developed as a framework with which to
interpret measurements of drug concentrations in biological fluids.

PHAR 542— Clinical Chemistry (I)

Principles of analytical chemistry, clinical chemistry, enzyme assays, electrophore-
sis, radioactivity, magnetic resonance, biotechnology-based diagnostics and
biosensors, and immunoassay are examined. Emphasis is on the application of
these methods to the determination of drug concentrations in chemical and bio-

Program Course Descriptions

logical systems, and health promotion and assessment. Students also have oppor-
tunities to examine patient data and use commercially available diagnostic kits.

PHAR 543— Medicinal Chemistry II (2)

A comprehensive study of the chemistry of drug products. The course outline
will follow the pharmacological classification of drug molecules, and will include
discussion of chemical properties (physical and organic), stability, solubility,
mechanisms of action where appropriate, and structure-activity relationships.
Where possible, quantitative computer designed studies of drug development will
be mentioned.

PHAR 545— Practice Management (3)

Management principles are provided to construct a practical framework for the
operational management of a business of pharmacy. Elements addressed in this
course include controllable and uncontrollable variables in a free-market econ-
omy; work flow analysis; accounting and budget development; purchasing and
inventory control; quality assurance; and third-party reimbursement issues. The
course also examines the current practical developments related to human
resources management through integrating information on organization behav-
ior, psychology, economics, and law.

PHAR 546— Pharmacology II (3)

A systematic consideration of the molecular, cellular, and organismic mechanisms
of drug action, organized by major drug classes. This course of study provides
knowledge of the mechanisms of drug action underlying their use in the treat-
ment of specific and general disease processes.

PHAR 552 — Principles of Human Nutrition (I)

This required course builds on materials in earlier coursework including Funda-
mentals, Basic Science, and Pharmaceutical Science. The course focuses on the
preparation of pharmacists to deliver pharmaceutical care services related to
patients' nutritional needs. The course prepares the student to understand princi-
ples of nutrition in relation to contemporary public health issues and to
treatment of diseases and physiologic processes. The materials taught in this
course are applied and further developed in subsequent modules in the Integrated
Science and Therapeutics course sequence and in Longitudinal Pharmaceutical
Care II.

PHAR 553 — Population Based Medical information Analysis (2)

This course is designed to enhance a student's skills in the areas of information
collection, retrieval, analysis, and interpretation. A variety of topics surrounding
the aspects of drug information practice will be presented, including the role of
informational services in health care. Students will enhance both their written
and verbal communication skills as they not only are asked to retrieve pertinent
clinical information, but also then to interpret, document, and integrate this
information into the development of clinical practice guidelines and subsequent
outcome measures.

94 School of Pharmacy

PHAR 554 — Integrated Science and Therapeutics I (4)
PHAR 555 — Integrated Science and Therapeutics II (4)
PHAR 564 — Integrated Science and Therapeutics III (4)
PHAR 565 — Integrated Science and Therapeutics IV (4)

Basic and clinical science Faculty interact with students during a variety of didac-
tic and laboratory experiences as students learn to design, implement, and
monitor pharmaceutical care plans for specific patients with specific diseases.
Methods for the choice of drug product, definition of the specific goals of ther-
apy, including the means to assess whether these goals are being achieved, and
active intervention steps at the patient, prescriber, health care system, and popu-
lation levels to ensure successful outcomes of drug therapy are developed. The
courses are organized according to the major physiological systems of the human
body, and the disease states commonly associated with them and encountered
and observed by the pharmacy practitioner in a variety of community and insti-
tutional practice settings. A goal of these courses is to prepare students to be able
to better integrate new scientific knowledge into the successful pharmaceutical
care of patients with the goal of reducing the health care costs to patients and
society. The knowledge and behaviors acquired during these courses prepare the
student for the community and institutional pharmaceutical care rotations of the
experiential learning program of the curriculum.

PHAR 580— Pharmacy Law (2)

An examination of the legal and regulatory issues pertaining to drugs and devices
and the practice of pharmacy. Students learn the various laws and regulations
which would govern their usual daily activities in a variety of practice sites.

PHAR 581 — Senior Colloquium (I)

Students deliver oral presentations to share some aspect of their educational expe-
[ rience, practice aspirations, or career goals with their student peers and the
faculty. This forum fosters a critical examination of each student's formal educa-
tion in the context of the practice of pharmaceutical care.

EXPERIENTIAL LEARNING REQUIRED COURSES

PHPC 510 — Introduction to Professional Practice 1(1)
PHPC 520 — Introduction to Professional Practice 11 (I)

Students observe the practice of pharmacy in community, institutional, and spe-
cialty practice environments. They analyze the types of services provided in each
setting and the personnel involved in the delivery of those services. Students
experience the basic elements of safe medication order processing and pharma-
ceutical care. An important goal of the course is for students to identify and assess
career options in pharmacy practice. Activities include laboratory exercises, a
career pathway workshop, and Web-based assignments.

Program Course Descriptions

^

PHPC 532 — Longitudinal Pharmaceutical Care 1(1)

Students observe the delivery of pharmaceutical care to patients over time. Partic-
ular attention is paid to assessing the changing needs of patients as health
transitions occur. Under the supervision of an experienced pharmacy practitioner,
students have regularly scheduled encounters with patients. Students learn how
to effectively collect information from a variety of sources, including the patient,
and prepare periodic health status reports. As students obtain knowledge and
skills in didactic courses (pharmaceutics, pharmacology, human biology), they
learn to explicitly apply such knowledge and skills to their patients. (Register
Spring Semester, Second Year)

PHPC 562 — Longitudinal Pharmaceutical Care II (I)

This course is a continuation of PHAR 532 — Longitudinal Pharmaceutical Care
I. Students have periodic encounters with previously assigned patients. Students
learn to assess drug therapy problems and develop pharmaceutical care plans. Par-
ticular attention is given to the needs of patients during health transitions. These
experiential activities are closely linked throughout the third year to the didactic
activities in the Integrated Science and Therapeutics series of courses. (Register
Spring Semester, Third Year)

PHPC 570 — Safe Medication Order Processing in Community
Pharmacy (3)

PHPC 571 — Safe Medication Order Processing in Institutional
Pharmacy (3)

Students may take these courses after successfully completing the second
year. PHPC 570 (Community) and PHPC 571 (Institutional) are required,
three-credit professional practice experiences which target the inter-related
elements of safe medication order processing, drug distribution, patient interac-
tion, supervision of pharmacy technicians, use of technology, and practice
administration/personnel management. In both the community and institutional
setting, under the supervision of clinical faculty, students will be challenged to
develop skill, competence, and efficiency in processing medication orders for dis-
tribution to and safe use by patients. (Register Fall Semester, Fourth Year)

PHPC 572 — Pharmaceutical Care I (3)
PHPC 573— Pharmaceutical Care II (3)
PHPC 574— Pharmaceutical Care III (3)
PHPC 575— Pharmaceutical Care IV (3)

This series of required professional practice experiences is designed to provide the
student with extensive experience in pharmaceutical care delivery in a variety of
direct patient care settings. Students gain skill through daily one-on-one interac-
tions with patients, caregivers, physicians, nurses, and other health care
professionals. There are four month-long, full-time required rotations. At least
one rotation must be completed in an acute-care hospital setting and one in a
community setting. Although each site will differ in terms of the patient popu-
lation, disease acuity, scope of practice, resources, and availability of

School of Pharmacy

patient-specific data, students will take responsibility for drug therapy outcomes.
Students will learn to: 1) collect and record patient-specific data; 2) identify, list,
and assess drug-related problems; 3) develop and record pharmaceutical care
plans; 4) educate patients and health care professionals regarding the appropriate
use of drugs; and 5) measure and document patient outcomes. These activities
are closely linked to PHPC 576 — Ambulatory Clinic and concurrent with
PHPC 577 — Informational Services. Prerequisites: PHPC 571 and successful
completion of the Integrated Science and Therapeutics course series

PHPC 576— Ambulatory Clinic (I)

This series of required experiences is normally taken concurrently with the Phar-
maceutical Care rotations (PHPC 572, 573, 574, and 575). A total of 16
half-day experiences is required, for a total of 64 hours. Following the pharma-
ceutical care model, students will conduct patient interviews, perform
appropriate pharmacotherapy-oriented physical assessments, order appropriate
laboratory tests, initiate and/or change drug therapy regimens and conduct
patient follow-up. (Register Spring Semester, Fourth Year) Prerequisites: PHPC
571 and successful completion of the Integrated Science and Therapeutics course

PHPC 577— Informational Services (2)

This course must be taken concurrently with the Pharmaceutical Care rotations
(PHPC 572, 573, 574, and 575). During the course of daily activities on Phar-
maceutical Care and Ambulatory Clinic rotations, students learn how to receive
drug information questions in a comprehensive manner, conduct timely and
thorough literature searches, evaluate sources of information, and provide appro-
priate responses. Students are also expected to subscribe to an affordable
abstracting service and develop a personal information library. (Register Spring
Semester, Fourth Year) Prerequisite: Successful completion of PHAR 553.

DIDACTIC ELECTIVE COURSES

The elective didactic (PHMY) courses currently offered by the School of Phar-
macy are described below. In general, higher course numbers indicate courses
with important prerequisite requirements, and are designed for later years of the
curriculum. Prerequisites for most electives include consent of the instructor and
the student's advisor. Some electives are offered in either the fall or spring semes-
ters, and some are offered both semesters. Refer to the class schedule when
making course selections.

PHMY 510 — Advanced Educational Opportunities (I)

This elective program provides students interested in graduate school or research
careers with knowledge and information about various advanced educational
opportunities in the curriculum. Aspects of careers which require advanced study
are described by professionals in those career areas and by students currently

Program Course Descriptions 97

enrolled in them. The course offers diverse perspectives on goals, training, func-
tions, settings, and opportunities in research in pharmaceutical sciences and
pharmacy practice.

PHMY 5 I I — Diabetes Disease State Management (I)

This course will review the pathophysiologic changes associated with diabetes
mellitus (Types I and II, impaired glucose tolerance, and gestational diabetes),
nonpharmacologic management (nutrition and exercise), pharmacologic man-
agement, complications of diabetes mellitus, principles of education (children,
adolescents, adults, and geriatrics), continuous care (skin and foot care, OTC
product selection), blood and urine monitoring, special population considera-
tions (children, adolescents, geriatrics, visually impaired patients), psychosocial
aspects of diabetes (dealing with diagnosis, developing support strategies, and
adherence to regimens), and how to set up a diabetes-focused practice. Prerequi-
site: Fourth-year status.

PHMY 512 — Case Based Management of Infectious Diseases 1(1)
PHMY 513 — Case Based Management of Infectious Diseases II

(1.2)

These courses provide third- and fourth-year students and students in the Non-
traditional Pathway with an opportunity to critically examine the clinical
decisions made in the management of patients with infectious diseases. During
the first course, students will review the therapeutic decisions made in the care of
a patient encountered during an experiential course and review the literature rele-
vant to those decisions. During the second course, students will present a case
discussion, including a thorough review of the standard of care and the literature
support for the decisions made. Prerequisites: Third-year status or PHNT 545
and 546.

PHMY 514 — Teaching Preparation and Skills (I)

The course is a basic introduction to instructional activities in general and teach-
ing at the University of Maryland School of Pharmacy in particular. The first two
days consist of a series of presentations on teaching-related topics. The instructors
will develop a short interactive lecture on diabetes management to demonstrate
each aspect of the teaching and presentation development process. There will be
frequent in-class activities requiring student interaction. During these, students
will begin to develop their own topic for presentation on the last day of class.
Teaching Preparation and Skills is an unusual modular course originally devel-
oped for nontraditional PharmD students. It was intended to improve their
ability to make in-class presentations. However, since the ability to create and
deliver a lecture or seminar is fundamental to many students and faculty mem-
bers within the School, it is now frequently attended by graduate students and
new faculty members. In addition to teaching participants how to make presenta-
tions in general, it focuses on using presentation technology available in the
School of Pharmacy.

School of Pharmacy

PHMY 515 — Contraception: Principles and Practice (I)

Instruction in this course focuses on the development of skills related to inter-
viewing, evaluating, and counseling patients regarding contraception. At the
completion of this course, the student should be able to state the advantages and
disadvantages of the commercially available contraceptive options, effectively
counsel patients on the use of contraceptive products, and determine the most
appropriate contraceptive method(s) for a specific patient. Students are encour-
aged to practice newly acquired skills during patient encounters on experiential
rotations. Prerequisites: Completion of Human Biology III (PHAR 534), Phar-
macology I (PHAR 536), Principles of Drug Action (PHAR 537), and
Longitudinal Care I (PHPC 532) or permission of coursemaster.

PHMY 516— Geriatric Imperative (2)

The Geriatric Imperative Minimester is a five-day interdisciplinary course open
to all University of Maryland students during the first week in January. The
course presents a wide range of information on the health and well-being of older
adults through clinical, research, and policy presentations. Course content will be
conveyed through lectures, panel discussions, team and case presentations, role
play, video tapes, and site visits. Students will be required to write an in-depth
paper on a subject pertaining to geriatrics/gerontology within two months of
completing the didactic portion of the course.

PHMY 517 — Geriatric Pharmacotherapy (2)

This course provides advanced discussion of the geriatric diseases and different
presentations of disease and responses to therapy. A case-based approach expands
on previous geriatric coursework and allows students to apply material to differ-
ent patient-care settings. Journal club and drug information questions are utilized
to illustrate concepts. Prerequisite: Third-year status.

PHMY 518— Drug Abuse Education (1-3)

Practice and training in the dissemination of drug information, especially drug
abuse information to the public, are linked to the activities of the Student Com-
mittee on Drug Abuse Education (SCODAE). Students complete a 10-hour
training session, observe community education programs presented by
SCODAE, present several programs, and prepare a written report on a timely
topic in the area of chemical dependence.

PHMY 520— Organizational Behavior (3)

The study of the effects of human behavior on organizational effectiveness.
Attention is given to quality, team work, attitude toward work, satisfaction and
commitment, building and exercising organizational power, the role of leader-
ship, sustaining motivation, participatory decision-making, and the process for
change, development, and continuous improvement.

Program Course Descriptions

PHMY 521— Financial Reporting (3)

This course is a study of financial reporting, analysis and strategy principles
applied to for-profit and not-for-profit health care organizations. Accounting
issues related to strategic decision-making in health service production, financ-
ing, and investment will be emphasized throughout the course. Topics include
the health care accounting environment, revenue and expense recognition, bal-
ance sheet valuations, ratio analysis, budgeting and control systems, cost
accounting, performance measurement, variance analysis, cost-volume-profit
relationships, and capital budgeting. Special attention is given to the financial
implications of third-party payment systems and measuring the profitability of
managed-care contracts.

PHMY 522 — Business Plan Development (2)

An elective course for students interested in ownership or management of their
own pharmacy practice, emphasizing the practical problems associated with
establishing a new business or expanding an existing enterprise. Location and
market analysis, target marketing, revenue and expense projections, and estima-
tion of capital requirements are among the topics covered.

PHMY 523— Advanced First Aid (3)

Advanced first aid and emergency care, including CPR.

PHMY 524— Marketing (3)

Marketing introduces methodologies for identifying changes in the organization's
marketplace and adapting to them. The course uses the market-orientation con-
cept, emphasizing customer needs, total integration of the firm, and the profit
potential to examine the marketing process, and in doing so, will use pharmacy-
based examples. Prerequisite: PHAR 545 — Practice Management.

PHMY 525 — Comprehensive Pediatric Care (2)

Comprehensive pediatric care is a two-credit course offered in the spring semester
for third- and fourth-year students in the entry-level Doctor of Pharmacy Pro-
gram. This elective course is designed to prepare students to optimize medicine
use in pediatric patients in the ambulatory or institutional setting. The course
will cover cognitive and physiological development, psychosocial factors affecting
medicine use, pharmacist role, regulatory issues, and pediatric pharmacotherapy
for various disease states.

PHMY 528 — Selected Topics in Geriatrics and Gerontology (1-3)

This course provides an educational experience through investigating geriatrics
and gerontology at the School's Center for the Study of Pharmacy and Therapeu-
tics for the Elderly. Through an elder-visitation experience, students select an
elderly person living in the community and track the individual's pharmaceutical
care needs. Students also participate in guided discussions addressing elder health
care problems and solutions.

School of Pharmacy

PHMY 529— Special Group Studies (1-5)

(Repeacable up to 12 credits) An omnibus course permitting experimentation
with new or different subject matter and/or instructional approaches.

PHMY 537 — Clinical Aspects of Drug Dependence (2)

This course familiarizes students with the clinical aspects of chemical depen-
dence. Special emphasis is placed on the pharmacology of commonly abused
psychoactive substances and the role of pharmacological supports in the treat-
ment of addiction.

PHMY 539— Special Projects (1-3)

(Repeatable up to 12 credits) Independent investigations consisting of library or
laboratory research, seminars, or other assignments appropriate to the problem
investigated.

PHMY 541— Introduction to the Poison Center (I)

This course provides students the opportunity to observe and be involved in a
clinically oriented pharmacy practice setting early in their education. Students
learn about the Poison Center's operation and resources and the potential for
pharmacist participation in this area of patient care. The course consists of dis-
cussion sessions, activities in the Maryland Poison Center, role playing, and
laboratory sessions focusing on toxicology resources and communication skills.
Students present cases on a home-management and a hospital-management drug
overdose.

PHMY 543 — Honors Seminar in Pharmacy Administration (I)

A survey of current literature in the general area of pharmacy practice and admin-
istrative science. Each week, a recently published paper related to the economic,
social, behavioral, or educational aspects of pharmacy is discussed and evaluated.
Special student research projects may also be undertaken.

PHMY 550 — Adverse Drug Reactions (2)

Focus is on the clinical manifestations and incidence of drug reactions, systems
affected, differentiation among idiosyncratic reactions, hypersensitivity reactions,
extensions of pharmacologic action, and assessment of drug reaction literature.

PHMY 551 — Recent Advances in Pharmacology (I)

The objective of this course is to present advances in pharmacology and toxicol-
ogy. Sessions emphasize experimental and clinical findings and their
interpretation and significance in relation to basic and applied aspects of pharma-
cology and toxicology. Attention is also given to experimental design and
methodology of the studies in question.

PHMY 552— Pharmacology and Aging (I)

This course presents advances in our understanding of variations in drug
response in the aging population. The course is designed to give students an

Program Course Descriptions

appreciation for the basic physiological and biomedical changes which normally
occur with aging and how these changes relate to altered pharmacodynamic and
pharmacokinetic responses following drug administration. Basic and clinical
pharmacologic studies are used to support the conclusions presented.

PHMY 553 — Consumer Education Program for Older Adults (2)

This course trains students to educate the elderly about drugs and drug-taking.
Students benefit from the didactic and applied aspects of the course, since they
must first learn about the special needs of the elderly and then actually interact
with the elderly both in large groups and one-on-one.

PHMY 554— Health Education Seminar (2)

The course prepares students to become effective health educators to patients,
other health care practitioners, and/or the community. The theoretical and con-
ceptual bases of the health education discipline are fully developed. Students
learn the techniques of behavioral and educational diagnosis and their applica-
tion to the development of educational intervention.

PHMY 556— Advanced Pharmacology I (2)
PHMY 557— Advanced Pharmacology II (2)

This course expands and extends the pharmacology material learned in the
required courses PHAR 536 and 546. The course format is the discussion of
assigned topics and review of original papers in a two-hour, weekly session. These
sessions include graduate students in the pharmaceutical sciences.

PHMY 560 — The Pharmacist in the Critical Care Setting (I)

This course identifies and explores the role of the pharmacist in various critical-
care settings. The student will be able to see how critical-care pharmacy has
evolved to complement the medical and nursing management of the critically ili
patient.

PHMY 561 — Advanced Therapeutics Seminar (3)

An advanced course dealing with complex drug therapy decision-making, using
case presentations and current literature. Requires active student participation in
resolution of therapeutic controversies.

PHMY 562 — Clinical Pharmacokinetics (2)

The course will extend the student's knowledge of clinical pharmacokinetics,
develop the student's skills in providing pharmacokinetic drug monitoring during
PharmD rotations, and prepare students for post-graduate work in clinical phar-
macology research. Emphasis is placed on the application of these principles to
clinical practice and clinical research.

School of Pharmacy

PHMY 563 — Pharmacotherapeutic Issues in the Critically III
Patient (2)

This course is an elective seminar for students interested in critical care pharma-
cotherapy. Topics include a broad scope of disease states and drug issues
frequently encountered in an ICU setting. Presentations will identify the phar-
macologic aims and controversies in the management of a particular topic, while
simultaneously underscoring the complexities of drug therapy in the critically ill
patient, which may lead to untoward reactions or suboptimal care.

PHMY 567— Advanced Cardiac Life Support (2)

This course focuses on the role of the pharmacist in the setting of cardiac arrest.
A lecture format covers the pathophysiology, epidemiology, therapeutic goals,
and treatment modalities in cardiac arrest as described by the Standards and
Guidelines developed by the National Conference on Cardiopulmonary Resusci-
tation and Emergency Cardiac Care. Topics include the role of the pharmacist
on the cardiac arrest team, an in-depth discussion of the role of pharmacologic
intervention, techniques of basic and advanced cardiac life support, and post-
resuscitative care.

PHMY 574— Pharmacotherapeutics I (2)
PHMY 575— Pharmacotherapeutics 11 (2)

Pharmacotherapeutics is a course in advanced therapeutic decision-making which
parallels the therapeutic topics offered in the Integrated Science and Therapeutics
modules during the third year of the curriculum. The course requires students to
formulate therapeutic decisions based upon case materials and emphasize the
process of decision-making in the presence of multiple patient and agent vari-
ables. As the number of cumulative therapeutic topics increases, the complexity
of the decision-making increases. Students are expected to incorporate data from
the primary literature as part of the therapeutic decision-making process.

PHMY 576 — Advanced Topics in Pharmaceutics (2)

This course will allow students to become familiar with advanced topics in phar-
maceutics. Different topics will be presented in the form of lectures, group
discussions of original papers, and laboratories and will include bile acid seques-
trants, drug dissolution, production methods for inhalation aerosols,
metered-dose inhaler formulation, tablet compaction, pellet drug delivery, critical
formulation and manufacturing variables, oral drug absorption, and novel chem-
ical approaches for targeted drug delivery. Prerequisites: PHAR 535 —
Pharmaceutics or concurrently enrolled in Pharmaceutics or consent of course-
master.

PHMY 577 — Pharmacoeconomics (3)

This course is designed to familiarize students with the economic structure, con-
duct, and performance of the pharmaceutical industry. The course includes such
topics as prices and profit in the industry, productivity, costs, economies of scale,
innovation, economic effects of regulation, and cost benefit and cost effectiveness

Program Course Descriptions

analysis of pharmaceuticals. Prerequisite; One undergraduate course in econom-
ics or permission of instructor.

PHMY 580— Drugs and Public Policy (2)

An examination of public policy issues related to drug use in our society. Cases,
small group discussions, and outside experts will be used to analyze contempo-
rary issues affecting pharmacy and health care.

PHMY 581— Research Pathway Seminar (I)

The objective of this course is to provide an overview of pharmaceutical and
other health- and life-science-oriented research by attending research seminars
and participating in the discussion of those seminars.

PHMY 582 — Advanced Patient Assessment (2)

Students will develop advanced patient assessment skills that are relevant to the
provision of pharmaceutical care. At the completion of this course, the student
will be able to skillfully: 1) conduct patient interviews; 2) examine patients to
make diagnostic, triage, and therapeutic decisions; 3) perform simple laboratory
tests; and 4) develop strategies to assess adherence to prescribed therapeutic regi-
mens. Prerequisites; Successful completion of PHAR 541 — Biopharmaceutics
and Pharmacokinetics, PHAR 542— Clinical Chemistry, PHAR 554-55,
564—65 — Integrated Science and Therapeutics, and PHPC 532 — Longitudinal
Pharmaceutical Care I or permission of coursemaster

PHMY 583— Management of Health Care Systems (3)

This course will familiarize students with the different practice settings in inte-
grated health systems ranging from community pharmacies to managed care
organizations and hospitals. Areas that will be covered include pharmacy benefits
management, disease state management, information management, models of
integrated health systems, management of the therapeutic process, negotiating
and networking, and the response of pharmac)' practice settings to the changes in
these systems. Prerequisites; PHAR 523 — Ethics, PHAR 545 — Practice Manage-
ment, PHPC 570 — Safe Medication Order Processing in Community Pharmacy
Rotation, and PHPC 571 — Safe Medication Order Processing in Institutional
Pharmacy Rotation.

PHMY 584— Patient Counseling (2)

Students will learn key information about the Top 100 prescribed drugs in the
United States. The content will focus on information that needs to be communi-
cated to patients concerning their therapy. This material will reinforce what
students have learned in other courses. In addition, students will become familiar
with new product-specific material that has not been addressed in the curricu-
lum. Periodic quizzes will assess student knowledge. The Pharmacy Practice
Laboratory will also be used to videotape students as they counsel simulated
patients.

School of Pharmacy

PHMY 585— Perspectives of Mental Health (2)

This course provides students with an understanding of the mental health sys-
tem, discusses controversies that may face the practicing pharmacist, familiarizes
students with tools and techniques for studying psychopharmacologic agents,
and helps to define pharmacists' roles in providing mental health care.

PHMY 586— Journal Club (2)

This elective course is abilities-based, structured in a journal club format, and
parallels second-year courses. The elective provides a forum in which students
can practice and enhance oral and written communication skills, literature
retrieval, and evaluation activities, while learning new information relating to
ongoing required coursework. Students select articles from the primary, basic, or
clinical research literature and lead discussions of the articles. The discussions
include study design, informational content, and how articles relate to and
enhance the topics of second-year courses the students are concurrently taking.

PHMY 587— Mammal Anatomy and Histology (2)

This advanced-level elective course provides students a structured opportunity for
a major dissection of two mammalian species. Students observe the location and
structure of all organs of the body and their relation to each other. Working in
pairs at their own pace, students systematically dissect an adult, preserved cat and
a pregnant rat. Prerequisite: PHMY 590 — Fetal Pig Anatomy and/or consent of
coursemaster

PHMY 590— Fetal Pig Dissection (I)

This elective course provides students the opportunity to dissect a mammalian
species and observe the location and structure of most organs of the body and
their relation to each other. Prerequisite: PHAR 514 — Human Biology I and/or
consent of coursemaster.

PHMY 591 — Principles and Practice of Modern Compounding (2)

Using a combination of lectures, problem-solving workshops, and skill-building
laboratories, this course teaches the appropriate extemporaneous compounding
of drug preparations in pharmacies. Prerequisite: PHAR 535 — Pharmaceutics.

PHMY 592— Clinical Toxicology (2)

The clinical toxicology course will provide students with an overview of the clini-
cal manifestations, assessment and treatment of poisonings with common drug,
chemical, and biological agents. The format includes lectures by faculty mem-
bers, case assignments, and discussions led by students. Course evaluation
includes the discussion sessions, a paper on students' choice of toxicology topic,
a midterm, and a final exam. Prerequisite: Third-year status. Note: This course
is highly recommended as preparation for PHEX 551 — Poison Information
Rotation.

Program Course Descriptions

PHMY 593— Care of the Terminally III (2)

This course prepares students to interact with terminally ill patients through
increased understanding of the social and psychological aspects of death and
dying as well as the palliative pharmacotherapeutic management of these
patients. Prerequisite: Third-year status.

PHMY 594 — Introduction to Community (2)

This course engages students in service-learning through work with the ENABLE
Program, relating community needs in west Baltimore City to their future role as
pharmacists. Prerequisite: PHAR 532 — Longitudinal Pharmaceutical Care L

PHMY 595 — Herbalism and Alternative Medicine (2)

This course explores the principles behind the botanical information and folklore
uses of herbal remedies and provides an overview of alternative medicine as it is
currently emerging. Alternative medicine therapies are also discussed: their ratio-
nale, safety, validity, and current therapeutic use.

PHMY 596 — Nonprescription Medicine (2)

This course is designed to thoroughly familiarize the student with OTC medica-
tions. Emphasis will be placed on the pharmacology of these drugs, potential
disease states in which the drugs will be used, self-administration techniques,
consideration in selecting a product, triage issues, and patient counseling. Prereq-
uisite: Third-year status.

PHMY 597— Bereavement (I)

This course addresses the skills and knowledge needed to serve bereaved individ-
uals: the theory of attachment, loss, and grief, as well as how to effectively interact
with the bereaved.

EXPERIENTIAL LEARNING ELECTIVE COURSES

The experiential learning elective (PHEX) courses currently offered by the School
of Pharmacy are described below. In general, experiential electives can be taken

for either 2 or 3 semester hours of credit. PHEX 5 indicates the 2-hour elective

while PHEX 5 A indicates the 3-hour elective. For example, a student register-
ing for a 2-hour Parenteral Nutrition rotation would register for "PHEX 550"
and "PHEX 550A" for the 3-hour rotation.

PHEX 540 — Contemporary Pharmacy Practice (2, 3)

PHEX 541— Bone Marrow Transport (2, 3)

PHEX 542— Neurology (2, 3)

School of Pharmacy

PHEX 550— Parenteral Nutrition (2, 3)

PHEX 551 — Drug Information Clerkship (2, 3)

PHEX 552 — Poison Information (2, 3)

PHEX 559— Research (2, 3)

PHEX 560— Internal Medicine (2, 3)

PHEX 561— Ambulatory Care (2, 3)

PHEX 562 — Clinical Pharmacokinetics Clerkship (2, 3)

PHEX 563— Administration (2, 3)

PHEX 564— Cardiology (2, 3)

PHEX 565— Critical Care/Shock Trauma (2, 3)

PHEX 566— Critical Care/MICU (2, 3)

PHEX 567 — Diabetes Care Management (2, 3)

PHEX 570 — Food and Drug Administration (2, 3)

PHEX 571 — Gastrointestinal Surgery (2, 3)

PHEX 572 — Geriatric Pharmacotherapy (2, 3)

PHEX 573— Home Health Care (2, 3)

PHEX 574— Infectious Disease (2, 3)

PHEX 575— Infectious Disease/HIV (2, 3)

PHEX 576— Oncology (2, 3)

PHEX 577— Oncology/Infectious Disease (2, 3)

PHEX 580— Oncology/TPN (2, 3)

PHEX 581— Oncology/Research (2, 3)

Program Course Descriptii

PHEX 582— Pediatrics (2, 3)

PHEX 583— Nuclear Pharmacy (2, 3)

PHEX 584 — Chemical Dependence Treatment (2, 3)

PHEX 585— Chemical Dependence Research (2, 3)

PHEX 586— Veterinary Medicine (2, 3)

PHEX 587— Psychiatry (2, 3)

PHEX 589— Special Studies (2, 3) (Repeatable up to 12 credits.)

PHEX 589— SPEC/lnvestigational Drugs (2, 3)

PHEX 589 — SPEC/Pharmacy Benefits Management (2, 3)

PHEX 589— SPEC/Transplant (2, 3)

PHEX 590 — Community Pharmaceutical Care (2, 3)

PHEX59I— Hospice(2, 3)

NONTRADITIONAL PHARMD (NTPD) PATHWAY

The NTPD Pathway requires 30 credits, including five credits of electives.
Course numbers do not reflect prerequisite sequencing of courses.

PHNT 500 — General Principles of Pharmaceutical Care (3)

This course focuses on the definitions and processes of pharmaceutical care and
therapeutics, including the process of therapeutic decision-making. Principles of
common diseases will be covered, including oncology, infectious diseases, and
cardiovascular diseases. Students in this course will also learn how to provide
pharmaceutical care to individual patients (e.g., develop a pharmaceutical care
database, develop a plan, and apply therapeutics principles), as well as popula-
tion-based pharmaceutical care (e.g., principles of pharmacoeconomics,
pharmacoepidemiology and health education and promotion).

PHNT 505 — Prior Leaning Assessment of Pharmacy Practice (2)

The objective of this elective course is to generate a documented compilation of a
candidate's experiences and accomplishments. The Prior Learning Assessment
(PLA) Portfolio will be used to grant academic credit in content areas where the
student has acquired competence through non-sponsored learning. Up to 10 aca-
demic credits may be awarded through the PLA process: two credits that parallel

1 08 School of Pharmacy

the Terminal Performance Objectives (applied to the Pharmaceutical Care rota-
tion and Practice Management rotation); four credits in Practice Management;
and up to four credits in Pharmacotherapy. The coursemaster welcomes the
opportunity to discuss the process and likelihood of credit award with students
who may be interested in this elective.

PHNT 51 I — Practice Management (4)

Practice Management is composed of four modules: financial management, prin-
ciples of management, marketing, and managing pharmaceutical care services.
These modules are designed to prepare students for the practice management
experiential component and to build students' practice management abilities.
These credits may be earned by traditional coursework, self-study, or other fac-
ulty-approved modalities identified with the student's advisor. ^X'^^en appropriate,
credits in this area may be awarded through the PLA process.

PHNT 5 1 2 — Principles of Pharmaceutical Sciences (2)

This course will enable students to find, comprehend, analyze, and apply current
and new scientific knowledge to support pharmaceutical care by expanding their
foundation in pathophysiology, pharmacology, pharmaceutical chemistry, phar-
macokinetics, and biopharmaceutics.

PHNT 521— Longitudinal Care (I)

This experiential course focuses on assessing the health status of a cohort of
patients in the student's own practice, developing health status reports, and par-
ticipating in the management of pharmaceutical care needs of these patients
during health transitions. Selected patients have health care problems, such as
congestive heart failure, AIDS, cancer, or problems with aging that are likely to
result in health transitions requiring changing pharmaceutical care needs, includ-
ing changes in drug therapy, health education, patient counseling, and physical
environment (e.g., home, long-term care, hospital). It is expected that students
commit a minimum of approximately 45 hours (e.g., an average of about three
hours per week over a semester or 1.5 hours per week over an academic year) to
experiential activities in this course at their own practice site. Students are
expected to apply skills from this course in subsequent pharmaceutical care expe-
riential coursework.

PHNT 531— Practice Management Planning (2)

Practice Management Planning will focus on the application of management
principles to a pharmaceutical care service. The course will provide an opportu-
nity for the student to develop a plan defining and justifying a pharmaceutical
care service and an opportunity for implementing the plan.

PHNT 532— Patient Assessment Skills (I)

This experiential course focuses on the skills necessary to obtain general pharma-
ceutical care databases and problem-oriented databases from patients. Acquired
skills include both history-taking and physical assessment. Learning experiences

Program Course Descriptions

include faculty demonstrations, videos, simulations, and patient encounters. Stu-
dents are expected to apply and practice skills from this course in the program's
other experiential courses.

PHNT 534 — Clinic or Institutional Assignment (I)

Activities in this course include supervised development of pharmaceutical care
plans, triage decision-making, discharge/transition planning, and patient coun-
seling. Students are assigned to a total of 15 three-hour, faculty-supervised
pharmaceutical care sessions.

PHNT 536 — Drug information Experience (I)

Pharmacists acquire and apply drug information skills in their own practice. Stu-
dents will develop their own drug information library, access appropriate drug
information databases, and utilize appropriate pharmaceutical and medical litera-
ture to prepare drug information reports. Assignments are made based upon the
needs of the patients in the student's practice and the organizational needs of the
practice site.

PHNT 545— Therapeutics I (3)

This course focuses on common disease entities and the development of pharma-
ceutical and other care plans for patients with these problems: pulmonary,
neuro/psych, cardiovascular, endocrinology, and women's health. Learning expe-
riences include discussions of pharmacotherapy, case-study analysis, adverse drug
reaction analysis, discharge and transition of care planning, and development of
care plans. These experiences are focused on the participant's own pharmacy
practice.

PHNT 546— Therapeutics II (3)

This course focuses on common disease entities and the development of pharma-
ceutical and other care plans for patients with these problems. Disease states
common to the following organ systems will be covered: general care, joint dis-
ease, oncology, renal disease, gastrointestinal disease, and infectious diseases.
Learning experiences include discussions of pharmacotherapy, case-study analy-
sis, adverse drug reaction analysis, discharge and transition of care planning, and
development of care plans. These experiences are focused on the participant's
own pharmacy practice.

PHNT 547— Medical information Analysis (I)

This course is designed to enhance the student's skills in the areas of information
collection, retrieval, analysis, and interpretation. A variety of topics surrounding
drug information will be covered, including the role of informational services in
health care (including managed care programs), written and verbal communica-
tion skills, research strategy and process, drug policy management, quality
assurance, ethics, careers in drug information, and basic interpretation/under-
standing of the use of biostatistics in the medical literature. At the conclusion of
this course, students will be able to: 1) retrieve medical literature appropriate to

School of Pharmacy

I

the request; 2) evaluate the medical literature and draw conclusions necessary to
make effective patient interventions/therapeutic decisions; and 3) concisely pre-
sent clinical findings and answer questions about recent medical advances.
Students will interact with both their peers and faculty members during this
course in order to fulfill all learning objectives.

PHNT 570 — Pharmaceutical Care Experience (3)

This course is designed to help practicing pharmacists build the skills needed to
deliver pharmaceutical care services to patients. Students develop and implement
Triage Plans, Pharmaceutical Care Plans, and Transition Plans for a cohort of
patients (in addition to the patients accumulated during the longitudinal care
experience) in their own practice. Patients selected for plan development and
implementation must have at least two pharmaceutical care or pharmacotherapy
problems. Students communicate these plans to other health care professionals,
monitor the response of patients to these plans, make any necessary modifica-
tions, and assess patients' health outcomes of the plans. Students are expected to
commit a minimum of 180 hours (an average of about six hours per week over
two semesters) to activities related to this course. During this course, students
will be accountable for application of pharmacotherapy topics acquired through
Prior Learning Assessment and the didactic Pharmacotherapeutics course. Stu-
dents completing this course will demonstrate the Nontraditional PharmD
Pathway's terminal performance objectives related to implementation of pharma-
ceutical care services in their practice site.

PHD PROGRAM COURSE DESCRIPTIONS

PHARMACEUTICAL HEALTH SERVICES RESEARCH

PHSR 6 1 0 — Pharmacy, Drugs, and the Health Care System (3)

This course examines the principle components of the U.S. health care system,
with special emphasis on their relationship to the provision of drugs and phar-
macy services.

PHSR 620 — Social and Behavioral Aspects of Pharmacy
Practice (3)

The fields of medical sociology, psychology, social psychology, and interpersonal
communication will be studied as they relate to the pharmacy practice system
which involves patients, pharmacists, physicians, nurses, and other health care
professionals.

PHSR 650 — Pharmaceutical Economics (3)

This course is designed to familiarize the student with the economic structure,
conduct, and performance of the pharmaceutical industry. The course includes
such topics as prices and profits in the industry, productivity, cost, economies of

Program Course Descriptions 1 1 I

scale, innovation, economic effects of regulation, cost benefit and cost effective-
ness of pharmaceuticals, and efficiency of drug delivery systems. Prerequisite:
One undergraduate economics course or permission of the instructor.

PHSR 670 — Principles of Health Education, Health Promotion and
Disease Prevention (3)

Health education is a scientific process designed to achieve voluntary behavioral
changes to improve health status. Health promotion utilizes health education to
promote heakh and prevent disease. The PRECEDE Model is used to demon-
strate the analytical process to explore health problems and identify and assess the
behavioral and non-behavioral factors associated with them in order to develop
and evaluate interventions. This course addresses health education at the level of
the individual, the family, and the community at large. Because the relationship
between practitioner and patient is often a major determinant of outcome, health
promotion in the clinical setting is given emphasis.

PHSR 704 — Pharmacoepidemiology (3)

An introduction to the field of pharmacoepidemiology, which uses quantitative
research methods to examine questions of benefit or risk in regard to the use of
marketed medications. The course is intended to offer useful techniques to med-
ical and health researchers who wish to assess the utilization, effectiveness, and
safety of marketed drug therapies. Prerequisites: Introduction to Biostatistics and
Introduction to Epidemiology.

PHSR 701— Research Methodologies I (3)

This course is designed to introduce the student to the concepts of scientific
research in pharmacy practice and administrative science. Topics to be discussed
include the scientific method and problem-solving processes, social science mea-
surement, and several specific methods of research. Co-requisite: Introduction to
Biostatistics.

PHSR 702— Health Services Research (3)

This course is being revised and the new syllabus will be formalized by fall 2001.
Prerequisite: Introduction to Biostatistics (multivariate regression) or permission
of the instructor.

PHSR 708— Special Problems (1-6)

This course involves students working with faculty members in numerous
research or on a problem. Can be used to finish a cognate area with prior
approval by curriculum committee. It can be undertaken for credit when initi-
ated under the supervision of the student's research mentor or another faculty
member. The student must register for PHSR 708. If the student opts to take
that course, he or she should provide a one-page document which details the
objective of the research and the deliverable expected from the project before the
semester commences. This can be taken for a maximum of six credits per semes-
ter. Non-Dissertation Research Special Problems - used for all Cognate Areas.

School of Pharmacy

PHSR 709— Graduate Seminar (I)

This course is a weekly seminar involving graduate students, department faculty,
and participants outside the department. Must be repeated for a total of three (3)
credits.

PREV 600 — Principles of Epidemiology (3)

A comprehensive treatment of the concepts and methods of chronic disease epi-
demiology. Topics include the classification of statistical associations and the
methods for distinguishing between causal and non-causal associations. Case-
control, cohort, and experimental studies are considered in some detail. The
course involves the presentation by students of epidemiological papers, including
those linking lung cancer to cigarette smoking. Co-requisite/Prerequisite: PREV
620 or an Introduction to Biostatistics equivalent.

PREV 6 1 9 — Computer^Aided Analysis of Research Data (2)

Provides the student with comprehensive experience in the application of epi-
demiological and biostatistical methods available in the Statistical Analysis
System (SAS). Hands-on experience in weekly workshops is gained by conduct-
ing analyses of existing data designed to answer a research question. A third credit
can be earned through a term project. Co-requisite/Prerequisite: PREV 620, pre-
viously or concurrently, and consent of instructor.

PREV 620 — Principles of Biostatistics (3)

This course is designed to develop an understanding of statistical principles and
methods as applied to human health and disease. Topics include research design;
descriptive statistics; probability; distribution models; binomial, Poisson and nor-
mal distributions; sampling theory; and statistical inference. Prerequisite:
Knowledge of college algebra required. Calculus recommended.

PREV 670 — Psychiatric Epidemiology (2)

This elective critically reviews the methods and major substantive issues in psy-
chiatric epidemiology. Topics include epidemiology of schizophrenia, depression,
and dementia; and possible etiologic significance of socioeconomic status, stress-
ful life events, social supports, crowding, and housing. Study designs used in
conducting psychiatric epidemiological research are reviewed through lectures,
seminars, and readings of current literature. Prerequisite: PREV 600 or consent
of instructor.

PREV 700 — Cardiovascular Epidemiology (3)

Is taught in a seminar format in which each student, with faculty guidance,
chooses a current problem in cardiovascular epidemiology and, following a pre-
sentation of the problem, outlines an approach to the problem that is discussed in
class. Afi:er incorporating relevant feedback, the student gives a formal presenta-
tion and submits a term paper that represents a comprehensive review of the
topic. Prerequisite: PREV 600 or consent of instructor.

Program Course Descriptions

PREV 701— Cancer Epidemiology (3)

Is taught in a seminar format in which each student, with faculty guidance,
chooses a current problem in cancer epidemiology and, following a presentation
of the problem, outlines an approach to the problem that is discussed in class.
After incorporating relevant feedback, the student gives a formal presentation and
submits a term paper that represents a comprehensive review of the topic. Prereq-
uisite: PREV 600 or consent of instructor.

PREV 720— Statistical Methods (4)

Course provides instruction on the specific statistical techniques used in the
analysis of epidemiological data. Topics include treatment of stratified and
matched data, detection of interaction, conditional and unconditional logistic
regression, survival analysis, and proportional hazards models. Prerequisites:
PREV 600, PREV 620, and consent of instructor.

PREV 749 — Infectious Disease Epidemiology(3)

Consists of lectures, seminars, and reading assignments designed to promote an
understanding of infectious disease epidemiology, with particular emphasis on
modes of transmission (contact, contaminated vehicles, vector-associated, and
airborne), interventions and approaches to disease control (smallpox, measles,
typhoid, influenza, and hospital infections), infections of public health impor-
tance in Maryland, and use of the laboratory in infectious disease epidemiology.
Prerequisite: PREV 600 and a basic knowledge of medical microbiology.

PREV 758— Health Survey Research Methods (3)

This course leads students through the steps in survey research, from developing
and administering a survey questionnaire to analyzing the data. The final results
of the survey are presented in a paper. Prerequisite: PREV 620 or consent of
instructor.

PREV 801 — Advanced Statistical Analysis (3)

This course includes maximum likelihood methods and likelihood ratio tests;
topics in logistic regression analysis; Poisson regression analysis; survival analysis,
including Cox proportional hazards modeling and parametric modeling; topics
in matrix algebra; and longitudinal data analysis, including the multivariate linear
model, profile analysis, growth curve analysis, GEE methods, and random effects
models for repeated measures analysis. Prerequisites: PREV 619 and PREV 720
or consent of instructor.

PREV 803 — Clinical Trials and Experimental Epidemiology (3)

This course presents a rigorous overview of the experimental method as applied
in therapeutic evaluations and of causal associations between risk factors and clin-
ical outcomes. The history of the experimental method and its clinical
applications are studied in detail. Guest speakers of unique expertise and experi-
ence in clinical trials also are drawn upon. Prerequisites: PREV 600 or equivalent;
at least one semester of statistics, and consent of the instructor.

School of Pharmacy

Food and Drug Law Seminar (3) UMB School of Law

This seminar considers the U.S. Food and Drug Administration as a case study of
an administrative agency that must combine law and science to regulate activities
affecting public health and safety. The class is designed both for students who
expect to become involved in food and drug matters and for those who are inter-
ested in the interplay of law and science. Topics to be discussed may include:
history of the U.S. Food and Drug Administration; food law, misbranding, and
economic issues; nutritional policy and health claims; regulation of carcinogens,
food additives, and color additives; drug regulation; drug approval process; break-
through drugs and ethics of drug testing; medical device regulation; and
regulation of biotechnology. Course requirements include a seminar paper, which
may be written for certification.

Courses at Other University System of Maryland
Institutions/Schools

These courses may be taken in consultation with and with the approval of your
advisor. See the appropriate university catalog or Web site for complete informa-
tion regarding these courses.

UMBC = University of Maryland, Baltimore County
UMCP = University of Maryland, College Park

ECON 600 — Policy Consequences of Economic Analysis (3) (UMBC)

ECON 601— Macroeconomic Analysis I (3) (UMCP)

ECON 601— Microeconomic Analyses (3) (UMBC)

ECON 603— Microeconomic Analysis I (3) (UMCP)

ECON 604— Microeconomic Analysis II (3) (UMCP)

ECON 605— Benefit-Cost Evaluation (3) (UMBC)

ECON 61 I— Advanced Econometric Methods I (3) (UMBC)

ECON 612— Advanced Econometric Methods II (3) (UMBC)

ECON 621— Quantitative Methods (3) (UMCP)

ECON 622— Quantitative Methods (3) (UMCP)

ECON 623— Econometrics I (3) (UMCP)

ECON 624— Econometrics II (3) (UMCP)

Program Course Descriptions

ECON 626— Empirical Econometrics (3) (UMCP)

ECON 641 — Economics of Government Policy Toward Business (3)
(UMBC)

ECON 661 — Macroeconomics of Public Finance (3) (UMBC)

ECON 661— The Corporate Firm (3) (UMCP)

ECON 662 — Industry Structure, Conduct, and Performance (3)
(UMCP)

ECON 663— Antitrust Policy and Regulation (3) (UMCP)

ECON 703— Advanced Macroeconomics I (3) (UMCP)

ECON 704— Advanced Macroeconomics II (3) (UMCP)

ECON 723— Time Series Econometrics (3) (UMCP)

POLI 610 — American Political Institutions and Public Policy (3)
(UMBC)

POLI 615— The American Political Arena (3) (UMBC)

POLI 625— The Theories of Public Administration (3) (UMBC)

POLI 626 — The American Judiciary and Public Policy (3) (UMBC)

POLI 640— Health Law (3) (UMBC)

POLI 652— Politics of Health (3) (UMBC)

POSI 603— The Theory and Practice of Policy Analysis (3) (UMBC)

POSI 606 — The Politics and Administration of Program Evaluation
(3) (UMBC)

POSI 612— Ethics and Public Policy (3) (UMBC)

POSI 618 — issues in Health Care Finance and Service Delivery (3)
(UMBC)

POSI 619 — Organizational Behavior in Health Care Institutions (3)
(UMBC)

School of Pharmacy

I

PSYC 635— Community Psychology (3) (UMBC)

PSYC 645— Social Psychology (3) (UMBC)

PSYC 651— Cognitive Development (3) (UMBC)

PSYC 665— Drugs and Behavior (3) (UMBC)

PUAF 620— Political Analysis (3) (UMCP)

PUAF 640 — Microeconomic Theory and Policy Analysis (3) (UMCP)

PUAF 641 — Macroeconomic Theory and Policy Analysis (3) (UMCP)

PUAF 650— Normative Analysis (3) (UMCP)

PUAF 702— Regulatory Analysis (3) (UMCP)

PUAF 732— Welfare, Health Care and Affirmative Action (3)
(UMCP)

PUAF 735— Health Policy (3) (UMCP)

PUAF 745— Human Health and Environmental Policy (3) (UMCP)

PUAF 671— Public Sector Finance (3) (UMCP)

SOCY 602— Intermediate Procedures of Data Analysis (3) (UMCP)

SOCY 651— Sociology of Health and Illness Behavior (3) (UMBC)

SOCY 652— Health Care Organization and Delivery (3) (UMBC)

604 — Biological Bases of Behavioral Development (3) (UMBC)

Program Course Descriptions

ELECTIVE COURSES

POSI 607 — Statistical Applications In Evaluation Research (3)
(UMBC)

PREV 619 — Computer-Aided Analysis of Research Data (2)
(UMBC)

PUAF 754 — Operations Research Methods for Policy Analysts (3)
(UMCP)

SOCY 630— Sociology of Aging (3) (UMBC)

SOCY 654— Comparative Health Systems (3) (UMBC)

SOCY 656 — Comprehensive Health Planning for the Elderly (3)
(UMBC)

SOCY 670 — American Social Institutions and the Aged (3)
(UMBC)

SOCY 671 — Health and Related Social Conditions in Old Age (3)
(UMBC)

PHARMACEUTICAL SCIENCES

PHAR 600 — Principles of Drug Design and Development I (1-3)
PHAR 601 — Principles of Drug Design and Development II (1-3)

Describes the interrelationship among disciplines of the pharmaceutical sciences
and establishes the basic theoretical background essential to the drug design and
development process. Emphasizes ability development; content progresses, begin-
ning with traditional drug design and optimization of drug structure, continuing
with principles of pharmacology, pharmaceutics, biopharmaceutics, pharmacoki-
netics, and drug metabolism. Also covers integrative competency in the final
module. This is a two-semester course divided into seven integrated modules.
These modules relate the various disciplines within the pharmaceutical sciences
to the drug design and development process.

PHAR 602 — Biopharmaceutics/Pharmacokinetics (3)

Focuses on drug absorption, distribution, metabolism, and excretion coupled
with dosage and the parameters of clearance, volume of distribution, and
bioavailability. These processes determine the concentration of drug at the site of
action in the body. Covers the quantitative relationship between dose and effect

School of Pharmacy

as a framework to interpret measurement of drug concentrations in biological flu-
ids, and pharmacokinetic principles using mathematical processes and descriptive
parameters that describe the time course of drugs in the systemic circulation and
the relationship of drug concentrations to observed effect.

PHAR 608 — Introduction to Laboratory Research (I)

Students become familiar with research conducted by departmental faculty mem-
bers. Rotations through the laboratory of a faculty member help students in their
selection of a doctoral dissertation project. The rotation includes library work
and an opportunity for participation in the experimental aspects of research. Stu-
dents must take at least one laboratory rotation. Students meet with the chairs of
all Research Focus Groups before selecting a rotation site.

PHAR 610 — Pharmaceutical Formulation/Unit Processes (4)

Addresses the rational design and formulation of dosage forms, and the processes
and equipment in their large-scale manufacture. Consideration is on how the
interplay of formulation and process variables affects both the manufacturability
of the dosage form and its performance as a drug delivery system.

PHAR 620 — Modern Methods of Drug Delivery (3)

Focuses on the rationale for existing and future drug delivery systems. Students
explore underlying physical, chemical, and biological basis for each system and
identify benefits and drawbacks. Examples of delivery systems include inhalation
aerosols, transdermal patches, microspheres, implants, and tablets. Emphasis is
on the biopharmaceutics, and transport properties and barriers associated with
each method of delivery. The course also stresses written and oral presentation
skills through student presentations and paper critique sessions.

PHAR 628 — Bioanalytical Separation Techniques (3)

Covers theory and applications of separation techniques used for low molecular
weight compounds, such as most drugs, or for larger biopolymers, such as pro-
teins and DNA. Also covers the separation of chiral compounds, and assay
requirements and techniques for the sensitive and accurate measurement of drugs
and metabolites in biological matrices, with emphasis on pharmacokinetics and
biopharmaceutical applications.

PHAR 638 — Pharmacometrics and Experimental Design (3)

Covers the theoretical and practical application of statistics and experimental
design to help students use tools in research problems. The class discusses
and uses computer programs to analyze data representing actual experimental
situations.

PHAR 639 — Spectrometric Methods of Pharmaceutical
Analysis (3)

Introduces students to spectrometric techniques for the elucidation of molecular
structure and to the analysis of pharmaceutically important materials. The

Program Course Descriptions

methodologies covered include ultraviolet, visible, infrared, nuclear magnetic res-
onance, and mass and fluorescence spectrometry. The class includes discussions
of physical principles, instrumentation involved, exercises in the interpretation of
spectrometric data, and examples of applications.

PHAR 648 — Basic Techniques for Pharmacology Research (3)

Covers practical and theoretical aspects of basic pharmacology experimental
methods. The course includes laboratory experiments to exemplify the tech-
niques discussed in the lectures. Students write and submit reports in a selected
pharmacology journal format. Topics include tissue culture, radioisotopes, signal
transduction, radioligand binding, drug metabolism, protein and nucleic acid
identification and quantification, electrophysiological, and in vivo techniques.

PHAR 653 — Advanced Pharmacology I (4)
PHAR 654— Advanced Pharmacology 11 (4)

Pharmacodynamics is the study of the biochemical and physiological effect of
drugs on biological systems. The course covers mechanisms by which pharmaco-
logical agents interact with the living organism to provide the student with a
rational basis for investigations in biomedical research. Topics include the phar-
macodynamics of drugs influencing the central and peripheral nervous system,
and the endocrine, renal, respiratory, and cardiovascular systems. Lectures supple-
ment weekly conferences and discussion groups.

PHAR 70! — Theoretical Aspects of Liquid Dosage Forms (3)

Collates physical-chemical principles associated with liquid behavior used for
pharmaceutics. Emphasis is on the rationalization of behavior in terms of inter-
molecular forces. These forces manifest themselves as the cohesive forces within
homogeneous liquid systems and interaction (adhesive) forces between phases.
Solutions, suspensions, and emulsions are obvious examples of dosage forms
whose formulation and analysis require a knowledge of the physical and chemical
behavior of liquids. Fewer examples of the necessity for a foundation in liquid
theory can be found on liquid-solid interactions: drying, absorption, filtration,
wetting, and dissolution. Emphasis is on quantitative relationships in all areas.
Students solve problems to apply these relationships to real systems to show their
relevance and utility. This course provides background necessary for the design of
experiments, the interpretation of results, and the promulgation of new theory
regarding pharmaceutical systems that involve liquids.

PHAR 702 — Theoretical Aspects of Solid Dosage Forms (3)

A survey of the performance and processing of solid dosage forms. As most phar-
maceuticals are prepared from powders, emphasis is on identifying, measuring,
and controlling those properties that decide the processing characteristics of pow-
dered materials.

School of Pharmacy

PHAR 708 — Introduction to Pharmaceutical Sciences Seminar (I)

Includes presentations by graduate students, faculty members, and guest speak-
ers. Students make an oral presentation on a preselected topic agreed upon by the
instructor. Topics include medicinal chemistry, pharmaceutics, pharmacology
and toxicology, and pharmacokinetics.

PHAR 709 — Focus Group Seminar Series (I)

Presentation and critical review of progress in research and surveys of recent
developments in pharmaceutical sciences.

PHAR 729— Principles of Drug Action (3)

Advanced study of the principles of drug action, carcinogenesis, immunology, the
molecular view of pharmacology, and theoretical principles and practical applica-
tions of molecular modeling. A computer laboratory is associated with molecular
modeling aspect.

PHAR 747 — Advanced Pharmacokinetics (3)

A detailed study of the principles of drug transport, distribution, biotransforma-
tion, binding, and excretion, with emphasis on quantitative aspects and
measurement of these processes.

PHAR 751— Drug Design (3)

Applications of chemical and biological principles to the rational design of drugs.
Topics include targets of biologically active molecules, approaches to studying lig-
and and target interactions, overview of drug discovery, agents acting on specific
targets, combinatorial chemistry, computation chemistry, and structure-activity
relationships.

PHAR 801— Physical Pharmacy (3)

Covers aspects of physical chemistry that relate to pharmaceutical systems. It is a
logical extension of PHAR 701, with a primary focus on disperse heterogeneous
systems. The design or formulation of a dosage form involves the resolution of a
particular set of problems. Pharmaceutical scientists in the industry involved with
these activities must bring to each situation the basic skills necessary to address
the set of problems. Students experience resolving problems in terms of basic
principles. Topics include colloids, rheology, surface chemistry, emulsions, sus-
pensions, complexation, and distribution phenomena.

PHAR 858— Special Topics (1-6)

Students examine an issue of pharmaceutical importance through readings, dis-
cussions, and limited investigations. The student and instructor decide the
research problem and amount of credit before the start of the study.

PHAR 899 — Doctoral Dissertation Research (1-3)

Program Course Descriptions

TO REACH THE SCHOOL OF PHARMACY

School of Pharmacy
University of Maryland
20 N. Pine St.
Baltimore, MD 21201
410-706-7650
800-852-2988

Directions

From 1-95: Take 95 to exit Rte. 395 (downtown Baltimore) Martin Luther King
Jr. Blvd. (MLK). Stay in the right lane after exiting onto MLK. At the fourth traf-
fic light, turn right onto Baltimore Street. (The School is on the left at the corner
of MLK and Baltimore Street.) Turn left at the 2nd traffic light onto Paca Street
(get into right lane) and enter the Baltimore Grand Garage on your right. There
is limited metered parking on the streets around the School.

] — ETT

7^=nii

'4 Saratoga St,

7/a-n

► Baltimore St. ►

School of Pharmacy

University of Maryland
Baltimore

Athletic Center (
Pratt St. Garage) L4
Baltimore Student Union
621 W, Lombard St. K6

HSF

HSFII*

HS/HSL

HGB

Hayden-Hams Hall

(Dental School)

666 W. Baltimore St. F3

Health Sciences and Human

Services Library

601 W. Lombard St. L6

STC
SMEX

UMFM
UMMC

USB

VAMC

WPCC

100NE
100NG

Maryland Inst, for Emergency

Medical Services Systems

653 W. Pratt St. M4

Maryland Phannacists

Association

650 W. Lombard St. J4

Medical Biotechnology

Center

721 W. Lombard St. K2

Medical School Teaching

Facility

685 W. Baltimore St. H2

Old St. Paul's Cemetery 12
Pascault Row

651-665 W. Lexington St. D3
Pharmacy Hall

20 r

I St G2

Shock Trauma Center

Lombard & Penn Sts. 14

State Medical Examiners

BIdg.

1 1 1 Penn St. L4

Univ. of MD Professional
BIdg. 419 W. Redwood St. 19
University Plaza H7

Walter P. Carter Center
630 W. Fayette St. E4
Westminster Hall
529 W. Fayette St. F7
ICON. EutawSt. E9
100N. Greenest. E6
405 W. Redwood St, BIdg. 19
410W. Fayette St. E9
502 W. Fayette St. BIdg. E8
701 W. Pratt St. BIdg. M3

Dr. Samuel D. Hams Natl

Museum of Dentistry

31 S. Greene St. J7

East Hall

520 W. Lombard St. J7

Environmental Health &

Safety BIdg.

714W. Lombard St. J2

Gray Lab

520 W. Lombard St. (rear) J7

Greene St. BIdg.

29 S Greene St. 17

JTFB
LS-MLL

LSB-
MCPO

Law School-Marshall Law
1 1 1 S. Greene St. K7

Lexington Market C7-9

Lombard St BIdg J5
Market Center Post Office

PARKING

PCS Parking and Commuter Services

Office 622 W. Fayette St. E5

□ Employee. O Student. <[> Visitor. Q Patient

§^

on
on
n

DO

a

DO

Baltimore Grand Garage F9
Dental Patient Parking Lot F4
Koesters Lots 04, C5
Lexington Garage 03
Pearl Garage E5
Penn St Garage L3
Pratt St. Garage L5
University Plaza Garage
(underground) H7
PUBLIC PARKING

• under construction

Campus Map

STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT

The Student Right-to-Know and Campus Security Act (Public Law 101-542),
signed into federal law November 8, 1990, requires that the University of
Maryland make readily available to its students and prospective students the
information listed below.

To obtain any of this information, check the appropriate space(s), fill in your
name, mailing address, and school and program name, tear off this form and
send it to:

Office of Student Services

Attention: Student Right-to-Know Request

University of Maryland

621 W. Lombard St., Room 302

Baltimore, MD 21201

Complete and return this portion

Financial Aid

Costs of Attending the University of Maryland

Refund Policy

Facilities and Services for Students with Disabilities

Procedures for Review of School and Campus Accreditation

Completion and Graduation Rates for Undergraduate Students

Loan Deferral Under the Peace Corps and Domestic Volunteer
Services Act

Campus Safety and Security

Campus Crime Statistics

Name

Address .

School and Program

School of Pharmacy

L

.^1^

^^Pj University of Maryland

2003 - 2005 Catalog

2003-2005 Catalog

Doctor of Pharmacy (PharmD) Program

Pharmaceutical Health Services Research Doctor of Philosophy (PhD) Program

Pharmaceutical Sciences Doctor of Philosophy (PhD) Program

School of Pharmacy
University of Maryland
20 N. Pine St.
Baltimore, MD 21201-1180

Program Information:

PharmD Admissions Office 4 1 0-706-7653

or 800-852-2988 (Toll Free)
E-mail: PI)armDhelp@rx. umaryland.edu

Nontraditional PharmD Pathway Information 410-706-0761

Pharmaceutical Health Services Research

(PhD) Program 410-706-0879

Pharmaceutical Sciences (PhD) Program 410-706-0549

Dean's Office 410-706-7650

University Financial Aid Office 410-706-7347

Development Office 4 1 0-706-5893

Web site www.pharmacy.umaryland.edu

The Uuwemiy of Maryland is accredited by the Middle States Association of Colleges and Schools. The School of Phar-
macy's Doctor of Pharmacy (PharmD) and continuing education programs are accredited by the American Council on
Pharmaceutical Education. For additional information, write ACPE. 311 W. Superior St.. Chicago. IL 60610 or call
.? 12-664-3575. The School is a member of the American Association of Colleges of Pharmacy.

The School reserves the right to make changes in recjuirements for admission, curriculum, standards for advancement ami
graduation, and rules and regulations.

NOTE: Notwithstanding any other provision of this or any other University publication, the University reserves the right
to make changes in tuition, fees and other charges at any time such changes are deemed necessary by the University and the
University System of Maryland Board of Regents.

The University of Maryland School of Pharmacy is committed to providing eqiiiil education and employment opportunity
in all of its programs.

The University and the School of Pharmacy do not discriminate on the basis of race, color, religion, age, ancestry or national
origin, gender, sexual orientation, physical or mental disability marital status, or veteran status. Exceptions are as allowed by
law. for example, due to bona fide occupational qualifications or lack of reasonable accommodations for disabilities.

Produced by the University of Maryland Ofiice of External Affairs, 200.1

2003-2005 Catalog

University of Maryland
School of Pharmacy

I

Message from the Dean

Drugs play a key role in modern health care to help people get and stay well.
Pharmacy is the profession that works with patients and their physicians to make
the best use of medications. The University of Maryland School of Pharmacy
offers several programs to prepare individuals for the practice of pharmacy or for
independent basic or clinical research. Whether you are interested in becoming a
pharmacist, obtaining a residency in pharmacy practice or a clinical specialty, or
pursuing graduate studies in the pharmaceutical sciences, pharmaceutical health
services research, or the clinical sciences, the School provides the gateway to
unparalleled education and unlimited possibilities.

Our Doctor of Pharmacy (PharmD) program emphasizes problem-solving
and critical thinking and qualifies the graduate for national and state licensing
exams. Maryland students learn to practice as patient-oriented healthcare
providers who can work as part of a multi-professional health care team. The cur-
riculum is innovative and flexible. PharmD students can
choose from many electives, explore pathways that focus on
areas of interest, and seize opportunities to work closely with
members of our large and excellent faculty. To round out
their education, students elect practice rotations from among
hundreds of preceptors working in every imaginable setting
in which pharmacy is the focus.

In addition to our PharmD program, we offer graduate
programs in Pharmaceutical Sciences and Pharmaceutical
Health Services Research. Our PhD students develop the knowledge and skills
necessary to conduct independent research. Our graduates go on to direct the
discovery, development and delivery of medications for safe and effective therapy
as well as to improve pharmaceutical outcomes and geriatric care. They find
careers in academia, the pharmaceutical industry, and government institutions.

The mission of the University of Maryland School of Pharmacy is to improve
the health and well being of people through excellence in education, scholarship,
pharmaceutical care and public service. It is our vision to be an international
leader in these endeavors.

This catalog serves as a starting point and a reference for information about
the University of Maryland School of Pharmacy. The content of this catalog may
also be found on our Web site at wvvw.pharmacy.umaryland.edu, where you will
find the latest information, as well as news and other features about our School.
Please visit our website to supplement this catalog.

David A. Knapp, PhD

Dean

University of Maryland School of Pharmacy

Contents

MESSAGE FROM THE DEAN ii

THE SCHOOL OF PHARMACY . . .2

History 2

Mission 2

Vision 2

Commitment to Diversity 3

Compliance with ADA Legislation 3

Administrative Offices 3

Departments 5

Lecture Series 6

Endowed Chairs 7

Centers and Resource Programs 7

Student Honors and Awards 9

Student Organizations 11

Alumni Association 11

The University of Maryland 13

DOCTOR OF PHARMACY
(PHARMD) PROGRAM 15

Curriculum Pathways and Electives 23

PharmD Program Summary 25

Nontraditionai PharmD Pathway 26

PharmD Dual Degree Programs 27

Licensure Requirements 29

DOCTOR OF PHILOSOPHY
PROGRAMS 30

Pharmaceutical Health Services

Research PhD Program Description . . .30
Pharmaceutical Health Services Research

Program Overview 30

Pharmaceutical Sciences PhD

Program Overview 34

Pharmaceutical Sciences

Department Overview 34

Pharmaceutical Sciences PhD

Program Description 37

Graduate Student Organizations 39

FINANCIAL INFORMATION 40

Tuition and Fees 40

Health Insurance 41

Determination of In-State Residency ... .41

PharmD Student Financial Aid 41

School of Pharmacy Scholarships 41

Loan Funds 44

Veterans Financial Aid 44

PhD Student Financial Aid 44

PHARMD ACADEMIC

POLICY STATEMENTS 45

Academic Sessions 45

Registration Policies 45

Academic Status Policies 46

Academic Integrity Policies and

Procedures 48

Student Discipline and Grievance

Committee 52

Other School Policy Statements 57

UNIVERSITY OF MARYLAND
POLICY EXCERPTS 58

ADMINISTRATION AND
FACULTY 66

PROGRAM COURSE
DESCRIPTIONS 83

PharmD Course Descriptions 83

Nontraditionai PharmD (NTPD)

Pathway 102

PhD Program Course Descriptions 104

Pharmaceutical Health Services

Research 104

Pharmaceutical Sciences Ill

UNIVERSITY MAP AND

DIRECTIONS TO THE

SCHOOL 115

The School of Pharmacy

HISTORY

The University of Maryland School of Pharmacy has a rich and distinguished
heritage. First incorporated as the Maryland College of Pharmacy on January 27,
1841, it is the oldest pharmacy school in the South and the fourth oldest in the
country. Primarily an independent institution until 1904, the Maryland College
of Pharmacy then became the Department of Pharmacy of the University of
Maryland. In 1920, the University of Maryland in Baltimore merged with the
Maryland State College at College Park to form the State Universit)'. Today, the
School of Pharmacy is one of six professional schools and a graduate school that
comprise the University of Maryland in downtown Baltimore.

Throughout its history, the School of Pharmacy has been a local and national
leader for the profession of pharmacy. It was a founding member of the American
Association of Colleges of Pharmacy, the professional organization established
to formulate uniform standards for the graduation of pharmacy students.
The School was also instrumental in the formation of the American Council for
Pharmaceutical Education, the national accreditation organization for schools
of pharmacy.

In 1970, through the efforts of the School and the Maryland Board of Phar-
macy, Maryland became the first state to replace unstructured internships with a
professional-experience program incorporated in the School's curriculum, setting
a national standard for professional pharmacy education. In 1980, the School
established a Center for the Study of Pharmacy and Therapeutics for the Elderly,
now the national model for pharmacy geriatric education. In thel990s, Maryland
again set a benchmark for the nation by implementing a pace-setting Doctor of
Pharmacy (PharmD) program.

MISSION

The mission of the University of Maryland School of Pharmacy is to improve the
health and well being of the citizens of Maryland and beyond, through excellence
in pharmaceutical education, scholarship, pharmaceutical care, and public
service.

VISION

The University of Maryland School of Pharmacy will be recognized as
an international leader in innovation and excellence in education, schol-
arship, pharmaceutical care, and public service.
Wc will attract and mentor students to attain their fullest potential.
We will recruit and develop faculty' to serve as exemplary role models.

School of Pharmacy

We will foster an environment for learning and productivity that will
guarantee the fullest contributions of a diverse faculty, staff and student
body.

We will collaborate with partners both within and outside the Univer-
sity to achieve this vision.

COMMITMENT TO DIVERSITY

The School seeks an applicant pool and a student body that is diverse in terms of
race, sex, age, geographic and economic background, religion, and ethnicity. The
2003 enrollment statistics reflect the diversity of the student body: 38 percent
Caucasian, 36 percent Asian, 17 percent African-American, 7 percent Interna-
tional, 2 percent Hispanic, and less than 1 percent Native-American.

COMPLIANCE WITH ADA LEGISLATION

In accordance with the Americans with Disabilities Act of 1990, the School
examines all aspects of its programs and services to ensure accessibility to quali-
fied students with disabilities. From recruitment to commencement, the School
strives to create an environment that respects individual differences while chal-
lenging students to perform to their optimal ability. Modifications tailored to the
needs of the diverse student population include applications, brochures, course
materials and examinations offered in alternate formats, and modified lengths of
time to complete degree requirements. Equally important, the administration
reviews organizational activities that would prohibit participation by students
with disabilities and provides services for these students to ensure their rights and
protection under the law. With increased use of computer technology, the School
makes information more accessible and is better able to serve students with
disabilities.

ADMINISTRATIVE OFFICES

ACADEMIC AFFAIRS

The Office of Academic Affairs provides leadership and administrative manage-
ment in all professional education programs. The associate dean for academic
affairs provides oversight of professional curricula, including pathways, experien-
tial learning, and joint degree programs, and is responsible for: scheduling, edu-
cational technology, appointment of graduate teaching assistants, liaison with
other academic units of the University, and continuing professional education.
The associate dean for academic affairs is also responsible for program assessment
and meets with the Educational Advisory Committee, composed of members of
the external professional pharmacy community, to identify and discuss important

The School of Pharmacy 3

issues affecting the educational programs at the School and to provide advice on
those issues. Also, this associate dean coordinates initiatives in the international
arena that deal with pharmacy education. The School's Student Discipline and
Grievance Committee handles issues surrounding academic integrity and student
behavior.

FINANCE AND ADMINISTRATION

The Finance and Administration Office is directed by the associate dean, who is
also the chief financial officer for the School. The office provides leadership and
oversight of support services necessary for the School to carry out its mission.
The following units and positions are part of the team that helps deliver support
services: Facilities and Laboratory Support Services, Computer and Network Ser-
vices, the Integrated Business Services, and the Dean's office staff.

DEVELOPMENT

The Development Office is responsible for identifying and raising funds from
private sources to include individuals, corporations and foundations. Working
closely with the Dean, the Board of Visitors, alumni, and faculty, fundraising
efforts are focused on garnering support for student scholarships and faculty
support.

ALUMNI LIAISON

The position of Alumni Liaison provides school-based support to the Alumni
Association as it plans Reunion Weekend, the Alumni Golf Tournament, the
Graduation Banquet and other activities to promote the School to its constituen-
cies. The Alumni Association also assists with the student admissions process and
provides academic scholarships to eight students per academic year.

PUBLICATIONS

The Assistant to the Dean is responsible for producing School and alumni publi-
cations and for disseminating to the public relevant news and information
regarding the activities of its faculty, students, and alumni.

STUDENT AFFAIRS

The Office of Student Affairs provides a variety of services to enhance the student
learning experience and to provide support to students during their academic
career. The School's student affairs system is under the direction of the associate
dean for student affairs and the director of student services. The office includes a
coordinator of recruitment and admissions along with three professional staff
The office is responsible for recruitment, admission, and graduation of PharmD

School of Pharmacy

students and is involved with veteran affairs, financial aid, student leadership
development, and counseling programs. Other services include personal counsel-
ing, advising and tutoring systems, career development, and special programs,
such as the Open House.

The office monitors the activities of the School's student organizations that
operate under the Student Government Association (SGA) umbrella. The SGA,
as well as each organization, has a faculty advisor who assists in planning and
organizing the group. The SGA holds biweekly meetings and arranges an impres-
sive array of activities.

The Student Affairs Committee addresses academic issues. Both of these com-
mittees are composed of students and members ol the faculty and Office of Stu-
dent Affairs. The office administers the career development program for PharmD
students and attempts to increase student awareness of job opportunities. For
more information about the Office of Student Affairs, see www.pharmacy.umary-
land. edu/StudentAjfairs/.

DEPARTMENTS

PHARMACEUTICAL HEALTH SERVICES RESEARCH

The Department of Pharmaceutical Health Services Research mission is to
focuses on behavioral sciences, pharmacoeconomics, pharmacoepidemiology, and
pharmaceutical policy teaching, service, and community outreach. To help the
department reach its goals are The Center on Drugs and Public Policy and The
Office of Substance Abuse Studies. (See descriptions under Centers and Resource
Programs in this catalog.) Additionally, the department values excellence in
teaching, research, service, and the contributions of its members to the depart-
ment, School, University, state, profession, and health care community.

PHARMACEUTICAL SCIENCES

The Department of Pharmaceutical Sciences mission is to advance the field of
Pharmaceutical Science through state-of-the-art research and discovery in the
areas of cellular and chemical biology, neuroscience, pharmacology, and biophar-
maceutics and drug delivery. This multidisciplinary research develops new
methodologies for drug discovery that identify targets for drug development,
develops new pharmacotherapeutic agents and develops and optimizes new drug
delivery systems. Pharmaceutical Sciences is committed to the innovative educa-
tion of graduate and professional students through a scientifically integrated pro-
gram to become outstanding pharmaceutical scientists and pharmacists.
Furthermore, the department is committed to serve the needs of the School, Uni-
versity, and community.

The School of Pharmacy

PHARMACY PRACTICE AND SCIENCE

The Department of Pharmacy Practice and Science promotes the health and well
being of the public by advancing the practice of pharmacy and generating and dis-
seminating new knowledge related to pharmacy practice and drug use. The
department approaches these goals by: 1 ) preparing professional students, gradu-
ate students, residents, fellows, and pharmacists for the future through a variety of
academic, training, and mentoring programs; 2) providing an environment con-
ducive to the development of facult}' and staff; 3) furnishing expertise, support,
and leadership to professional, governmental, community, and health-related
organizations and agencies; 4) fostering research into the clinical and social sci-
ences related to pharmacy practice and drug use; 5) encouraging the development
of new and innovative pharmacy practice and role models; and 6) providing a
structure that supports these efforts. The department values excellence in teach-
ing, practice, research, and service, and the contributions of its faculty and staff to
the department. School, University, state, profession, and health care communit)'.

LECTURE SERIES

The School supplements its regular curriculum with the following special lectures
and symposia:

Francis S. Balassone Memorial Lecture. The Maryland Pharmacists Associ-
ation, the School of Pharmacy Alumni Association, and the School sponsor this
lectureship as a memorial to Francis S. Balassone. He was a 1940 graduate of the
School, a past president of the Alumni Association, a distinguished former faculty
member, and a past president of the National Association of Boards of Pharmacy.

Dean's Colloquium. The Dean's Colloquium brings together students, fac-
ulty members, and nationally recognized scientists and clinicians to discuss con-
temporary issues of relevance to pharmacy and health care. These seminars
provide unusual opportunities for interaction and exchange of new information
on topics related to pharmacy practice and science.

Andrew G. DuMez Memorial Lecture. This lectureship was established in
1969 by Mrs. DuMez in memory of her husband. Dr. Andrew G. DuMez. Dean of
the School of Pharmacy from 1926 to 1948, Dr. DuMez was a distinguished educa-
tor and leader in pharmac)' in Mar\'land, the United States, and around the world.

Ellis Grollman Lecture in Pharmaceutical Sciences. Mrs. Evelyn Grollman
Glick funded a lecture program in memor)' of her brother, Ellis Grollman, in 1983.
He was a 1926 graduate of the School. Each year a nationally recognized researcher
in the pharmaceutical or related basic sciences is invited to present this lecture.

Peter P. Lamy Lecture. The Peter P. Lamy Lecture was inaugurated in 1992
in recognition of Dr. Lamy's career as an internationally recognized authority on
geriatrics and gerontology. This lecture provides an opportunitv' for pharmacists
to discuss critical issues in the care of the nation's elderly.

Paul A. Pumpian Lecture Fund. This lectureship was established in 1993 by
Mr. Pumpian, a former professor at the School. The lecture brings distinguished
leaders to the School to discuss healthcare policy issues affecting the nation.

6 School of Pharmacy

ENDOWED CHAIRS

The School has the following endowed chairs:

The Emerson Professorship in Pharmacology was endowed in 1927 as a
chair in Biological Testing and Assay by Captain Isaac Emerson, president of the
Emerson Drug Company. The first chair was filled by Dr. Marvin Thompson, a
pharmacologist at the Food and Drug Administration at the time. Dr. Clifford
W. Chapman, a pharmacologist from the Canadian National Laboratories, was
appointed to the chair in 1938. Dr. Casimer Ichniowski and Dr. Naim Khazan
were the third and fourth appointees to the chair. In 1988, Dr. Gerald M. Rosen
was appointed Emerson Professor. His appointment as Emerson Professor led to
Dr. Rosen being named an Eminent Scholar by the Maryland Higher Education
Commission.

The Evelyn GroUman-Glick Professorship in the Pharmaceutical Sciences
was established in April 2003 through the bequest of the late Evelyn Grollman.
In 1983, Evelyn Grollman established a Lecture Fund in honor of her brother,
Ellis Grollman, a 1926 graduate of the School. The endowed professorship will
be used to recruit an eminent pharmaceutical scientist to further strengthen the
School's research program.

The Parke-Davis Chair in Geriatric Pharmacotherapy was established in
1990 with a $1 million gift from the Warner-Lambert Co. on the eve of the
125th anniversary of Parke-Davis and the School of Pharmacy's 150th Anniver-
sary. The endowment underwrites the School's continuing commitment to geri-
atric pharmacotherapy as exemplified by the accomplishments of the late Peter P.
Lamy, the first holder of the Parke-Davis Chair. Dr. Bruce C. Stuart is current
holder of this chair.

The Ralph Shangraw Endowed Chair in Pharmaceutical Sciences was
established in June 1995 by Colorcon and the University of Maryland School of
Pharmacy in honor of the retirement of Ralph Shangraw. The endowment will be
used to support a Professorship in Pharmaceutical Sciences until the fund has
reached full funding and then will support an endowed chair.

CENTERS AND RESOURCE PROGRAMS

The Biomedicinal Chemistry NMR Center houses a GE 300 MHZ nuclear
magnetic resonance spectrometer. The superconducting magnet, the heart of the
instrument, is permanently immersed in a vacuum-jacket reservoir of liquid helium
(-260°C) and allows the detection and accurate determination of protons, '^C, ^'P
and other nuclei of biological importance. The NMR was the first instrument of
its kind on campus, and it opened up many new avenues of research within the
School, greatly increasing the number of inter-school collaborative ventures.

The Center on Drugs and Public Policy contributes to informed debate of
drug policy issues in our society. CDPP research and educational programming
has provided thought-provoking analysis and focused dialogue on drug use and
public policy since 1987. The CDPP specializes in providing credible, unbiased.

The School of Pharmacy

and pragmatic solutions for government agencies, the pharmaceutical industry,
professional organizations, and private businesses on public health issues and
practices involving medication use and regulatory matters.

The Drug Information Center provides comprehensive medical information
to contract affiliated institutions and the general public. The provision of service
includes, but is not limited to, patient-specific and adverse drug reaction consul-
tations, guidelines for use, formulary monograph/review preparation and man-
agement, and newsletter support. The UMDI and its staff are also charged with
the education of UMB pharmacy students in the practice of medical literature
analysis. Students are educated on the proper utilization of online databases and
search strategies in the hope of making them more proficient in the assimilation
of information. The UMDI also participates in an ongoing Internet Drug Infor-
mation Service, which provides online users the ability to submit questions to
qualified pharmacy staff. These questions are not limited in any way to geo-
graphic region or subject. The UMDI answers each question on an individual
basis, usually within three business days, many within hours.

The ENABLE Community Health Worker Program recruits and trains com-
munity residents to be Community Health Workers (CHWs). They receive
intense training in chronic illness, case management, resource identification, and
community outreach. Once trained, they are placed in local clinics and schools,
identify clients in need, win their clients' trust, identify their symptoms, teach
them preventive measures, and make sure clients keep regular doctors' appoint-
ments and follow treatment regimens. The mission of ENABLE CHW is to serve
community residents, to enable them to improve their health outcomes through
home-based individual care, case management, education, monitoring, and
follow-up.

The Peter Lamy Center on Drug Therapy and Aging serves as the focal
point for geriatric research, education, and service within the University of Mary-
land School of Pharmacy. The center is dedicated to improving drug therapy for
aging adults through innovative research, education, and clinical initiatives. The
center produces new scientific knowledge with practical applications for improv-
ing outcomes of pharmaceutical care for elderly patients. The center provides stu-
dents, practitioners, and other caregivers with up-to-date and accessible
information on best practices in geriatric pharmacotherapy. The center also
works to strengthen the tie between education and practice by giving faculty
members and pharmacy residents opportunities to apply principles of pharma-
ceutical care to older patients in various settings.

The Maryland Poison Center has been a service program of the University of
Maryland School of Pharmacy since 1972. The service has grown and changed
quite a bit over the years. During its first year, the Maryland Poison Center
received 5,600 calls. In 1998, the center fielded more than 60,000 calls. Despite
the increase in call volume, the center's commitment to providing the best quality
poison triage, treatment, education, and prevention services has never changed.

The Maryland Poison Center is certified by the American Association of Poi-
son Control Centers (AAPCC) as a regional poison center providing poisoning
triage, treatment, education, and prevention services to all Marylanders. This ser-

School of Pharmacy

vice is staffed by pharmacists and nurses who have specialized clinical toxicology
training 24 hours a day, every day of the year. All of the specialists have been certi-
fied by the AAPCC as specialists in poison information. On average, each special-
ist has more than six years of experience managing poisoning and overdose cases.
In addition to the knowledge, skill, and experience of the poison specialists, the
director of the program is board certified in clinical toxicology and the medical
director is boarded in emergency medicine as well as in medical toxicology and
additional specialized consultants. For more information, call 800-222-1222.

The Mental Health Program of the School of Pharmacy is joint venture with
the Developmental Disabilities Administration and Mental Hygiene Administra-
tion of the state of Maryland. Its primary goals are to improve and maintain all
aspects of pharmacy practice within the state's mental health facilities and provide
leadership in the field of psychiatric pharmacotherapy for state programs and
facilities. The program also serves as a site for pharmacotherapeutic and adminis-
trative research in mental health, a testing ground for innovative strategies in
mental health pharmacy practice and a training resource for mental health-related
issues. Members of the School's faculty serve at eight mental health sites around
the state.

The Office of Substance Abuse Studies (OSAS) was founded in 1986. Its
mission is to improve programs of substance abuse treatment and prevention and
to explore the intersection of substance abuse and pharmacy practice in our soci-
ety— how do the problems of substance abuse impact the practice of pharmacy
and how can the profession of pharmacy help solve the problems of substance
abuse. OSAS is rooted in a long history of providing a range of informational and
educational services to health professionals. We offer programs of prevention and
community service, and engage in active research in the quest for new knowledge
in the field of addictions. Academic courses, field placements, and exposure to
research projects are available for students in all years of the pharmacy program.
OSAS offers opportunities for graduate studies through the Department of Phar-
maceutical Health Sciences Research.

STUDENT HONORS AND AWARDS

The School recognizes academic excellence during the fall and spring honors con-
vocation. During the fall ceremony, students receive academic achievement awards
in all classes, based on performance the preceding year. The School also recognizes
leaders of student organizations at this time. The Rho Chi Honor Society presents
its annual book award to the student(s) having the highest academic GPA. The
society also awards certificates to students with GPAs above 3.25.

In the spring, the School honors its graduates. Students who graduate in the
top 4 percent of their class, graduate with Summa Cum Laude honors, the next 5
percent Magna Cum Laude, and the next 6 percent Cum Laude. Faculty mem-
bers present the following academic-achievement awards to members of the grad-
uating class at the spring Graduation Convocation.

The School of Pharmacy 9

Alpha Zeta Omega Fraternity Prize, Kappa Chapter. The Kappa Chapter
of the Maryland Alumni Chapter of the Alpha Zeta Omega fraternity provides a
prize that is awarded to a student for proficiency in pharmacology.

Andrew G. DuMez Award. In memory of Dr. Andrew G. DuMez, former
dean and professor of pharmacy, the DuMez award is given to a student for supe-
rior proficiency in pharmacy.

Lambda Kappa Sigma-Cole Award, Epsilon Alumnae Chapter. A student
receives this award in memory of Dr. B. Olive Cole, former acting dean, for pro-
ficiency in pharmacy administration.

The Excellence in Pharmaceutical Care Award. The Nontraditional
PharmD Pathway preceptors and mentors give this award to a student who has
excelled in his/her practice setting.

School of Pharmacy Academic Excellence Awards. The students who
receive this award have attained the highest general average in the entry-level pro-
gram and in the Nontraditional PharmD Pathway.

William Simon Memorial Prize. In honor of the late Dr. William Simon, a
professor of chemistry in the School for 30 years, a student is awarded a prize for
superior work in the field of biomedicinal chemistry.

Frank J. Slama Award from the Schools Alumni Association. In tribute to
Dr. Frank J. Slama, Class of 1924, a former professor and head of the Depart-
ment of Pharmacognosy, for over half a century of loyalty and service to his pro-
fession, to the School, and to the Alumni Association, the School's Alumni
Association gives this award to a member of the graduating class who excelled in
extracurricular activities.

Dr. and Mrs. Frank J. Slama Scholarship Fund. In memory of her hus-
band, Dr. Frank J. Slama, former distinguished professor in the School of Phar-
macy, Lillian Slama established this scholarship on August 12, 1975. A student
receives this award for superior work in the field of biopharmacognosy.

Wagner Pharmaceutical Jurisprudence Prize. In memory of her husband,
Manuel B. Wagner, and her son, Howard J. Wagner, both alumni of the School,
the late Mrs. Sadie S. Wagner, and her daughter, Mrs. Phyllis Wagner Brill Sny-
der, fund a prize to a graduating student for meritorious academic achievement in
pharmaceutical jurisprudence.

John F. Wannenwetsch Memorial Prize. In memory of her brother. Dr.
John F. Wannenwetsch, a distinguished alumnus of the School, Mrs. Mary H.
Wannenwetsch funds a prize given to a graduating student who has exhibited
exceptional performance and promise in the practice of community pharmacy.

The Conrad L. Wich Pharmacognosy Prize. In appreciation of the assis-
tance that the Maryland College of Pharmacy extended to him as a young man,
Mr. Conrad L. Wich provided a fund. The faculty assembly awards annually the
income from this fund to a student who has done exceptional work throughout
the course in pharmacognosy.

L.S. Williams Practical Pharmacy Prize. A bequest provided by the late
L.S. Williams funds the L.S. Williams Practical Pharmacy Prize given to the stu-
dent having the highest general average throughout the course in basic and
applied pharmaceutics.

School of Pharmacy

STUDENT ORGANIZATIONS

The School has 20 student organizations, including fraternities, professional
pharmacy organizations, honor societies, a high school tutoring/mentoring pro-
gram, and social organizations that perform a variety of services and activities for
the profession and the community. The organizations operate under the auspices
of the Student Government Association. Further information is available at:
httpdiwww.pharmacy. umaryland. edulstudentorgl default, htm.

PHARMD STUDENT GOVERNMENT ASSOCIATION (SGA)

The SGA promotes the professional development of students through the process
of self-government. The SGA strives to develop academic achievement, to
encourage communication between faculty and students, to coordinate activities
within the School, to promote educational programming, to enhance profes-
sional and social interests, and to encourage community service. All students
belong to the SGA. The Executive Council of the SGA is composed of SGA offi-
cers, presidents of organizations, class officers, and the yearbook editor; and in
the Council is vested the executive, legislative, and judicial power of the SGA.
The Council meets periodically with School administrators to discuss important
issues. At the campus level, the University Student Government Association
(USGA) coordinates the activities of the Graduate School and the six professional
schools. USGA representatives are elected by the students of all seven schools.

PHARMACY GRADUATE STUDENT ASSOCIATION

The purpose of the Pharmacy Graduate Student Association (PGSA) of the Uni-
versity of Maryland School of Pharmacy is: 1) to act as an official liaison body to
communicate graduate student concerns to the pharmaceutical sciences and
pharmacy administration officials of the School; 2) to provide a platform for
discussions and suggestions on matters involving graduate students; 3) to com-
municate and support research interests of graduate students of the School; 4) to
promote efficient recruitment and orientation of incoming graduate students; 5)
to promote a better graduate student life; 6) to represent the interests of graduate
students as members of campus-wide organizations; and 7) to recognize, foster,
and reward outstanding leadership among individuals who promote PGSA ideals.

ALUMNI ASSOCIATION

The mission of the School of Pharmacy Alumni Association is to strengthen and
enhance the School by fostering communications, social interactions, and a sense
of pride in the School. Each year, the association sponsors a spring banquet hon-
oring the graduating class and the 50-year class. The association also awards eight

The School of Pharmacy

need-based scholarships to deserving students. The association also plays a leader-
ship role in the School's fund-raising activities. For example, many members par-
ticipate in the annual phone-a-thon and are generous donors to the David
Stewart Associates, the major giving club for alumni, friends, and faculty mem-
bers who contribute $1,000 or more annually to the School. For more informa-
tion, visit the Alumni and Friends Web site at www. pharmacy. umaryland.
edulalumnil.

Students listen to a lectu
12 School of Pharmacy

I

The University of Maryland

The University of Maryland, located in downtown Baltimore, is the founding
campus of Maryland's public university system and a thriving center of life sci-
ences research and community service. The six professional schools and a gradu-
ate school are dedicated to excellence in professional and graduate education,
research, public service, and patient care.

With $305 million in sponsored activities for Fiscal Year 2002, the University
uses state-of-the-art technological support to educate leaders in health care deliv-
ery, biomedical science, social services, and law. The campus fosters economic
development in the state by conducting internationally recognized research to cure
disease and to improve the health, social functioning, and just treatment of the
people served. The University is committed to ensuring that the knowledge it gen-
erates provides maximum benefit to society, directly enhancing the community.

Below are places, campus departments, phone numbers, and Web addresses
that may be of interest:

NAME

PHONE

WEB ADDRESS

About Baltimore

www.livebaltimore.com
www.colltown.org.

Counseling
Center

410-328-8404

http:l/graduate.umarylar)dedulcour)seling

Dual Degree

PhamdD

Programs

www.pharmacy.umaryland.eduladmissionsl
pharmd.htm

Financial Aid

410-706-7347

www.umaryland.edulfinl

Health Sciences and
Human Services
Library

410-706-7996

www.hshsl.umaryland.edu

Housing On/
Off-campus

410-706-7766

www.housing.umaryland.edu

Parking and
Commuter Services

410-706-6603

www.parking.umaryland.edu

Pharmaceutical
Health Services
Research
Department

410-706-0133

www.pharmacy.umaryland.edulPHSRI

Pharmaceutical

Sciences

Department

410-706-1560

www.pharmacy.umaryland.edulpscl

The University of Maryland

NAME

PHONE

WEB ADDRESS

Pharmacy Practice
and Sciences
Department

410-706-7613

www.pharmacY.umarYland.edulPPSI

Records &
Registration

410-706-4053

httpJIadmincomp. umaryland. edulorrl
index.html

School of Pharmacy
Calendar of Events

www.pharmacy.umaryhnd.edulappslcalendarl

School of Pharmacy
Faculty Web Sites

www.pharmacy. umaryland.edu/facult//

School of Pharmacy
Student Affairs
(PharmD)

410-706-7653

www.pharmacy.umaryland.edu/StudentAffairsl

School of Pharmacy
Dean's Office

410-706-7651

www.phanvacy.umaryland.edulDeansI

Student
Answer Book

www.umaryland.edulstudentlsabl

Student &
Employee Health
Appointment
Doctor on-call

410-328-6645
410-328-8792

www.umaryland.edu/healthl

Washington, DC

wv/w. district-of<olumbia. com

I

School of Pharmacy

Doctor of Pharmacy
(PharmD) Program

The Doctor of Pharmacy (PharmD) Program at the University of Maryland has
been developed in partnership with practitioners from all areas of pharmacy and
emphasizes problem solving, critical thinking, patient-focused content, and expe-
riential opportunities across the breadth of practice. Due in part to this innova-
tive curriculum, the School is ranked seventh among the nation's 84 pharmacy
schools. In addition to the full-time day PharmD program, the School offers a
Nontraditional PharmD Pathway as a mechanism for licensed, practicing phar-
macists to earn the PharmD degree. The School uses a rolling admissions process.
Information about the PharmD program can be viewed on the School's Web site:
www. pharmacy, umaryland. edu.

GOALS OF THE DOCTOR OF PHARMACY CURRICULUM

The goals and objectives of the PharmD program are consistent with the School's
strategic plan:

• The School of Pharmacy seeks to help individuals gain the knowledge
and skills necessary to begin pharmacy practice, and in so doing, accept
and perform professional responsibilities with competence. Graduates
should have the ability to adapt their practice to the changing health
care system and should be prepared to engage in a continuing program
of professional development.

• The professional curricula will be innovative and flexible, based on
strong basic sciences, have extensive clinical content taught by practice-
based faculty members and emphasize the development of problem
solving and collaborative skills. The curricula also will provide the
opportunity for advanced professional and clinical education.

• The School seeks to create an educational community that extends
beyond traditional classroom sites and offers students and faculty
members a variety of learning environments. These will include cul-
tural and interprofessional programs which broaden the experiences of
our graduates.

GENERAL ADMISSIONS INFORMATION

Admissions and application information for the PharmD Program may be obtained
by visiting the PharmD Prospective Student Web site at: http://www.pharmacy
. umaryland. edul admissions! .

Inquiries about the admissions process may be sent by e-mail to PharmD-
help@rx.umaryland.edu. The admission, application, and programs information
for the PharmD programs are as follows:

Doctor of Pharmacy (PharmD) Program 1 5

Admissions Information

An admissions committee comprised of faculty members and students reviews
official transcripts and PCAT results to make admissions decisions. Applicants
with strong academic credentials and PCAT scores are invited to inter\'iew with
faculty members, alumni, and students. During the interview, the applicant is
assessed on factors such as professional and social awareness, verbal and written
communication skills, integrity, maturity, and motivation. Following the inter-
view, the admissions committee makes a decision based on the applicants' aca-
demic achievement, PCAT scores, and qualities evaluated during the interview.
Academic achievement and/or high PCAT scores do not, in themselves, ensure
acceptance.

While a minimum GPA of 2.5 (A=4.0) is required for admissions considera-
tion, the average entering GPA of the fall 2003 first-year PharmD students was
3.5. Average PCAT scores of admitted students were above the 80th percentile in
each of the five areas of the exam. Competition for admission is high, and appli-
cants with GPAs below 2.9 have an extremely low probability of admission. All
applicants must present evidence (via official transcripts) of having completed the
prepharmacy coursework with grades of at least a C or better.

PRE-PHARMACY COURSEWORK

Applicants must complete a minimum of 63 semester hours of coursework of
pharmacy prerequisites for admission into the PharmD program. At least one
semester of this coursework must be taken at an accredited institution in the
United States. To enroll in pre-pharmacy coursework, applicants must apply
directly to an accredited college or university, not to the School of Pharmacy.
Most institutions have designated prepharmacy programs and advisors. The
School of Pharmacy does not provide any specific information regarding course
content and/or requirements for admission into these prepharmacy programs.
Prerequisites for admission into the PharmD program are as follows:

TYPICAL # OF TYPICAL # OF

COURSE SEMESTERS CREDIT HOURS

English (Comp/Lit)

Calculus

Statistics

Biology

Microbiology

General Chemistry

8

Organic Chemistry

8

Physics

8

Humanities/Social Sciences

18

TOTAL 63 minimum

16 School of Pharmacy

INTERNATIONAL STUDENT APPLICANTS

International student applicants must follow the procedure described above to
apply for admission to the PharmD program. Additionally, students who are not
citizens or permanent residents of the United States must submit the results of
the TOEFL, certified official copies of transcripts, a statement of financial sup-
port, a supplementary information sheet, and a summary of educational experi-
ences. These must be submitted directly to PharmCAS. International students
are also required to take the PCAT. Therefore, it is essential that international
students start the admissions process early.

The School does not accept applicants who have attended only a foreign edu-
cational institution. The School, due to its small size, cannot adequately certify
international credentials and relies on the evaluation performed by other institu-
tions. In addition, experience shows that international students benefit from tak-
ing courses at other U.S. institutions before entering our program. International
students should be familiar with the rules and regulations of the Immigration and
Naturalization Service, which grants admission to the United States.

INTERNATIONAL PHARMACIST APPLICANTS

International pharmacists residing in the United States are eligible to apply to the
School's PharmD program and then upon graduation become eligible to com-
plete state licensure exams. International pharmacists cannot be admitted directly
from another country.

The structure of the Maryland program dictates that you must enter the first
or second year of our four-year Doctor of Pharmacy program. You will probably
be exempted from some courses within the curriculum based on your experi-
ences and knowledge base. However, the manner in which all remaining courses
are linked and sequenced, you cannot be admitted into the third or fourth year.
Thus, you should plan at least a three-year commitment to earn the PharmD
degree.

If you would like to be considered as an applicant for the program, you will
need to complete an application by March 1st for admission the following Fall
semester. It would be helpful to the admissions committee if you could take the
PCAT exam since it identifies the relative strengths and weaknesses of our appli-
cants. It assists in structuring an individualized educational program for you.

To request an application please visit our Web Site at www.pharmacy.
umaryland.edu/admissions/pharmd d^nd follow the application procedures for
International Pharmacist.

Please note that if you are an International Pharmacist you do not apply to
PharmCAS.

Doctor of Pharmacy (PharmD) Program

TRANSFER APPLICANTS

Periodically, the School of Pharmacy allows a selected number of students to
transfer into Maryland's program from another school or college of pharmacy.
The school limits the privilege to those students who have a valid reason for
requesting transfer and who have evidence of satisfactory academic performance
(at least a 3.0 professional GPA). Due to space limitation, the school cannot
accept a large number of transfer students and only admits for the Fall semester.
Due to complexity of the program a determination will be made by the Admis-
sion Committee as to which year you will be accepted into the program.

In order to consider your request for transfer, please follow the application pro-
cedures for transfer student at www.pharmacy.umaryland.edu/admissions/pharmd.
Please note that if you are an International Pharmacist, you do not apply to
PharmCAS.

APPLICATION PROCEDURE

Applicants must follow the procedure described below to apply to the PharmD.
Program.

• Applicants must apply directly to PharmCAS at www.pharmCAS.orghy
the following deadlines:

Early Decision Applicants September 1

Regular Applicants March I

• Submit the Maryland Residency Form and the $20.00 nonrefundable
processing fee to the following address:

Admissions Committee

School of Pharmacy

University of Maryland

20 North Pine Street

224 Pharmacy Hall

Baltimore, Maryland 21201-11 80

• Complete the Online Supplement Information Sheet, which can be
located at www.pharmacy. umaryland.edu/admissions/application.

• Pre pharmacy coursework must be completed before the start of classes
in the fall semester of application with a grade of C or better.

• Take the Pharmacy College of Admission Test in October or January
and forward the scores to PharmCAS.

PHARMD PROGRAM DESCRIPTION

The four-year Doctor of Pharmacy program is divided into six levels: Fundamen-
tals, Basic Science, Pharmaceutical Science, Integrated Sciences and Therapeutics,
Experiential Learning, and Curriculum Practice Interface. The academic focus of
each level is described below:

1 8 School of Pharmacy

Level I: Fundamentals

Students entering the PharmD program have diverse educational and hfe experi-
ences. Level I addresses these diversities with introductory courses covering the
concept and scope of pharmaceutical care, pharmacy practice in general, and the
variety of disciplines that will contribute to pharmaceutical education. Students
are provided the skills and scientific principles and concepts fundamental to sub-
sequent curricular experiences. Students develop professional attitudes and
behaviors that extend throughout the curriculum.

Level II: Basic Sciences

During Level II of the curriculum, students build on the fundamentals of Level I
through a comprehensive examination of basic biological, chemical, physical,
social, and behavioral sciences. These elements provide the foundation for under-
standing pharmaceutical sciences and the complexities of drug action and use.

Level III: Pharmaceutical Sciences

Level III addresses pharmaceutical science content areas as they relate to the
needs of patients in the total health care environment. The provider of pharma-
ceutical care must possess a detailed and comprehensive understanding of the
physical, chemical, biological, and psychosocial factors affecting the outcomes of
drug therapy in specific patients with specific diseases.

Level IV: Integrated Sciences and Therapeutics

Level IV addresses the extensive interweaving of basic pharmaceutical and clinical
science as well as the interrelated bodies of knowledge involved in total pharma-
ceutical care. Students build on their basic and pharmaceutical science back-
ground as they actively participate in a variety of didactic and laboratory
experiences to design, implement, manage, and monitor individualized pharma-
ceutical care plans. Students learn to appreciate that the successful outcomes of
drug therapies depend on complex physical, chemical, biological, and psychoso-
cial interactions within human systems, and therefore require individualized
attention to patients during the design and delivery of pharmaceutical care. This
application of these principles is taught by presenting diseases of different body
systems within the broader context of public health, epidemiology, prescriber
education, disease prevention, and health promotion issues.

Three progressive components are used to present each disease. The first com-
ponent reviews the drugs and biologicals used to treat specific disease processes
and emphasizes comparative features underlying the choice of agent (Pharmaco-
dynamics and Pharmacokinetics). Chemical properties, such as solubility and sta-
bility, that determine the choice and use of the products, are discussed
(Biomedicinal Chemistry and Pharmaceutics). The availability and comparative
advantages of drug dosage formulations and delivery systems are considered as
they relate to the optimum use of drug products during acute or chronic care
(Biopharmaceutics) .

The second component illustrates how the links between the scientific
knowledge of the disease, available drug products, and the variables underlying
a particular patient's condition are important to developing the most appropri-

Doctor of Pharmacy (PharmD) Program 19

ate therapeutic plan. Methods for the choice of drug products, definition of
specific goals of therapy, including how to assess whether these goals are being
achieved, and active intervention steps to ensure successful outcomes of drug
therapy, are developed (Therapeutics). Methods for monitoring, identifying,
and responding to untoward consequences of drug therapy are identified (Toxi-
cology and Adverse Drug Reactions). The choice and design of specific acute
and chronic drug therapy, the impact of a variety of patient-related variables
on dosage regimens, and the modification of dosage regimens in response to
changing patient needs are developed (Clinical Pharmacokinetics). Students
develop skills as they practice counseling patients about their therapeutic plans
in particular and providing health education in general (Counseling and
Education).

The third component links the knowledge base of the first two components
with appropriate ongoing methods for drug use review, medical audits, and cost
considerations. The emphasis is on identifying specific interventions to improve
prescribing patterns and reduce the cost of health care (Drug Use Evaluation).

Level V: Experiential Learning

Experiential learning is a series of structured learning and training activities dur-
ing which students work under the supervision of experienced clinical and acade-
mic faculty in a variety of health care settings. Students obtain and apply
knowledge and skills necessary for successful delivery of pharmaceutical care and
develop competence, confidence, and maturity as responsible professionals. An
innovative feature of the program is that experiential learning activities occur
throughout the curriculum and are linked to didactic courses. A total of 33 cred-
its in experiential courses (approximately 1,600 hours) are required for the Doc-
tor of Pharmacy degree. All students must complete at least 24 credits (1,100
hours) of experience devoted to pharmaceutical patient care. Successful comple-
tion of the experiential learning portion of the School's curriculum is accepted by
the Maryland Board of Pharmacy as meeting the internship requirements to sit
for the NABPLEX licensure examination.

The Experiential Learning portion of the PharmD curriculum is organized
into the six phases described below:

Phase I: Introduction to Professional Practice. This early practice experi-
ence introduces students to the professional responsibilities of pharmacists in a
variety of practice environments, including community, hospital, and specialty
settings. Students will also examine the spectrum of career opportunities available
to today's pharmacist and begin developing basic practice skills.

Phase II: Longitudinal Pharmaceutical Care. During the second and third
years of the curriculum, students observe and participate in the delivery ot phar-
maceutical care to patients. For each course, students follow the changing needs
of a patient for one year within the context of the total health care system.
Through direct patient encounters and discussion sessions, students learn to
assess health status, communicate effectively, and determine pharmaceutical care
needs from a holistic perspective. These activities are linked to material covered
in the didactic curriculum.

School of Pharmacy

1

Experiential Learning Map

Elective Experiences

Minimum of 8 Credits

Pharmaceutical Care

Community
Institutional
Clinics
Alternative Practice

Informational
Services

Safe Medication
Order Processing

Community
Institutional

Longitudinal Care II
Longitudinal Care I

Introduction to
Professional Practice

Phase III: Safe Medication Order Processing. Activities during this phase
develop students' competency and proficiency in the technical functions of drug
dispensing and distribution in institutional and community pharmacy settings.
Students learn to receive, interpret, and verify the appropriateness of prescription
orders and to efficiently dispense a variety of manufactured and compounded
medications. Emphasis is placed on communication, prevention of medication
errors, the role of technology, and supervision of ancillary personnel in the med-
ication order process.

Phase rV: Pharmaceutical Care. Students gain experience in the delivery of
pharmaceutical care in a variety of practice environments, including community-
based and acute-care hospital pharmacies, as well as ambulatory primary care and
interdisciplinary clinics. Through daily encounters with patients and other health
care providers, students learn to collect patient-specific data, identify and assess

Doctor of Pharmacy (PharmD) Progran

drug-related problems, develop monitoring plans, and measure therapy out-
comes. Further, students learn to educate patients and health care professionals
regarding the appropriate use of drugs.

Phase V: Informational Services. Activities during this phase, which occurs
simultaneously with Phase IV, require students to provide drug information in
the context of delivering pharmaceutical care. Students learn to receive a question
in a comprehensive fashion, thoroughly analyze and research questions, and pro-
vide appropriate answers to other health care providers and to patients and their
families.

Phase VI: Elective Experiences. Elective rotations allow students to pursue
their own areas of interest. Electives in general practice environments enable stu-
dents to develop greater skill, proficiency, and confidence. Electives in specialty
pharmacotherapeutic practice areas, alternative forms of advanced practice man-
agement, and research afford opportunities to explore a variety of practice
options. This phase is linked to a senior colloquium.

Student's performance during all six phases is evaluated by both clinical and
academic faculty. Experiential rotations are not permitted at sites where students
are working for pay or where any other conflict of interest situation may exist.

Level VI: Curriculum Practice Interface

The sixth and final level of the curriculum contains a variety of educational
experiences for students about to enter practice. Required and elective content
areas provide the curricular-based interface with pharmacy practice that builds on
the preceding didactic and experiential components of the curriculum. The cap-
stone nature of this interface reflects the acquisition and appreciation of informa-
tion that:

• is on the cutting edge of pharmacy practice,

• represents closing options for individual curricular pathways, or

• helps prepare students for a post-graduate education.

Students learning at the interface are expected to be under continual change
and development. One goal of this level is to allow each senior student, following
completion of his or her experiential components, time to consider an individual
practice in the context of the total health care environment. An important part of
this interface, therefore, is the opportunity for students to reflect interactively
upon their educational experiences with fellow students, faculty members, and
practitioners.

In the curriculum, students are trained to perform well at the patient level as
well as the health system level. For example, on the patient level, students become
active participants in the development of patient therapeutic plans. They select
appropriate dosage forms, routes of administration, and dosage schedules. They
prepare medications for patient use, counsel patients, maximize patient adher-
ence to drug therapy, and assess therapeutic objectives. On the system level, stu-
dents participate in medication-use process with other health care providers,
assist patients in public health education programs, monitor pharmacoeconomic
and pharmacoepidemiology issues in health care delivery, and participate in the
formation of health policy.

School of Pharmacy

CURRICULUM PATHWAYS AND ELECTIVES

The Doctor of Pharmacy curriculum encompasses educational experiences com-
mon to all students in the required components of the program. In addition,
more than 21 percent of curricular time is reserved for didactic (20 credits) and
experiential (8 credits) electives to provide students the flexibility to tailor indi-
vidual plans to meet their career goals. Students develop an individual Plans of
Study using courses offered at the School of Pharmacy, or at other University of
Maryland System institutions, working in conjunction with academic advisors,
preceptors, and other faculty. To assist students in designing their plan, the
faculty has developed "curricular pathways" that organize electives in a logical
sequence to better prepare students in particular areas of practice. In collabora-
tion with their academic advisors, students use electives to develop a Plan of
Study that is consistent with their personal interests and career goals. Student's
Plan of Study is used to enhance their general practice of pharmaceutical care, to
focus on a particular area of practice, or to prepare for post-graduate studies.

Students may select freely from elective options to design their Plan of Study or
may choose one of five model pathways designed to enhance their preparation for
common areas of interest. The model pathways generally account for 1 6 to 1 8 of
the 28 elective credits required for the degree. Therefore, students' selection of a
model pathway still provides them considerable flexibility in selection of addi-
tional electives.

Faculty pathway coordinators, who design and maintain the integrity of the
pathways, and faculty advisors with expertise in each pathway area serve as con-
sultants to students for information on career opportunities resulting from a par-
ticular pathway. Students have freedom of choice in selecting a pathway.
Students, not choosing to take all courses in a specific pathway, can select elective
courses from multiple pathways as part of their personal Plan of Study, provided
they complete the appropriate prerequisites. Faculty have developed the following
five model pathways:

ADVANCED PHARMACY PRACTICE

The goal of this pathway is to prepare students to implement pharmaceutical care
in a variety of practice settings. This pathway provides a series of didactic and
experiential courses designed to enhance competence in delivering pharmaceuti-
cal care in general practice and in delivering health care to special populations
such as the elderly; to enhance knowledge of special pharmaceutical products,
business and managerial skills needed to successfully deliver new services; and to
provide experience in applying these professional and managerial skills in a vari-
ety of advanced practice settings.

Doctor of Pharmacy (PharmD) Program

GERIATRIC PHARMACY PRACTICE

This pathway is designed to prepare graduates to work with older individuals in a
variety of practice settings or pursue advanced degrees (PhD, MPH) or training
(fellowships, residencies) in the area of geriatrics or gerontology. By completing
this pathway, graduates will learn essential principles to manage medication-
related issues as well as understand the complexities in caring for the elderly. Out-
comes are to develop a database of current students and graduates focusing in the
area of geriatrics. Students selecting this pathway must complete 12 credits: the
core 5 credits of didactic electives, 4 credits of other geriatric-focused electives or
special projects, and 3 credits of geriatric-focused geriatric rotations.

MANAGEMENT

This pathway is designed to prepare students for management careers in corpo-
rate pharmacy, to develop entrepreneurial capabilities, and to prepare students for
post-PharmD management residencies and/or MBA programs. Students take a
series of didactic and experiential courses in personal management, practice man-
agement, organizational behavior, financial reporting and analysis, marketing,
and working with managers in health care settings.

PHARMACOTHERAPY

The goal of this pathway is to enhance students' abilit)' to independently optimize,
implement, and monitor drug therapy in patients with complex health problems.
This pathway offers a series of didactic seminar courses in pharmacotherapy and
advanced therapeutics, coupled with advanced clinical experiences. The clinical
experiences involve direct drug therapy management of patients in general medical
and sub-specialty environments. Students completing this pathway are encouraged
to pursue post-PharmD training in residencies and fellowships and to eventually
pursue specialty board certification in pharmacotherapy.

RESEARCH

The goal of this pathway is to expose students to research and better prepare
them for graduate studies or postgraduate fellowships. Students selecting this
pathway take courses in advanced educational opportunities and advanced semi-
nar courses in selected scientific areas. They receive research experiences, working
directly with faculty scientists, and take a senior colloquium. Students are also
encouraged to pursue the PharmD/PhD dual degree program (see the "PharmD
Dual Degree Programs" section).

School of Pharmacy

i

PHARMD PROGRAM SUMMARY

The faculty continue to revise the curriculum based on the dynamics of phar-
macy education, the needs of practice, and the students. The exact nature of the
curriculum may vary from class to class. The following describes the PharmD
curriculum by semester.

COURSEWORK

MINIMUM SEMESTER CREDITS

Didactic

99 credits

79 Required

20 Elective

Experiential

33 credits

25 Required

8 Elective

TOTAL

1 32 credits

Coursework by Semester

The coursework by semester below outlines the required components of the cur-
riculum. Electives can be taken during most fall, winter, spring, and summer
semesters.

The total and minimum semester credits for didactic and experiential courses
are listed in parentheses.

FALL FIRST YEAR COURSES

SPRING FIRST YEAR COURSES

PHAR 510 Biochemistry

3cr.

PHAR 517 Study Design 2 cr.

PHAR 513 Drug Chemistry

2cr.

PHAR 520 Molecular Biology 3 cr.

PHAR 514 Human Biology 1

3cr.

PHAR 524 Human Biology II 3 cr.

PHAR 5 1 6 Pharmacy Prac & Educ

2cr.

PHAR 53 1 Pharmaceutical Chem 2 cr.

PHAR 522 Context of Health Care

3cr.

PHAR 537 Principles Drug Action 2 cr.

PHAR 523 Pharmaceutical Ethics

1 cr.

PHPC 520 Intro to Prof Practice II 1 cr.

PHAR 526 Physical Chemistry

2cr.

PHPC 510 Intro to Prof Practice 1

1 cr

TOTAL REQUIRED 17 (

16/1)

Total required 13(12/1)

FALL SECOND YEAR COURSES

SPRING SECOND YEAR COURSES

PHAR 525 Immunology 2 cr.

PHAR 530 Micro/Antibiotics I 2 cr.

PHAR 532 Practice Management I 2 cr.

PHAR 533 Medicinal Chemistry I I cr.

PHAR 534 Human Biology III 3 cr.

PHAR 536 Pharmacology I 3 cr.

PHAR 54! Biopharmaceut/Kinetics 3 cr.

PHAR 535 Pharmaceutics 3 cr.

PHAR 540 Micro/Antibiotics II 2 cr.

PHAR 542 Clinical Chemistry I cr.

PHAR 543 Medicinal Chemistry II 2 cr.

PHAR 544 Practice Management II 2 cr.

PHAR 546 Pharmacology II 3 cr.

PHPC 532 Longitudinal Care I I cr.

Total required 16(1 6/0)

Students will also register iorJune-Nov
Phase VI rotations

Total required 14(13/1)

Students will also register for Dec-May
Phase VI rotations

Doctor of Pharmacy (PharmD) Program

25

FALL THIRD YEAR COURSES

SPRING THIRD YEAR COURSES

PHAR 552 Nutrition 1 cr.

PHAR 564 ISAT III 4 cr

PHAR 553 Medical Info Analysis 2 cr.

PHAR 565 ISAT IV 4 cr

PHAR 554 ISAT 1 4 cr

PHPC 562 Longitudinal Care II 1 cr

PHAR 555 ISAT II 4 cr

Total required 11(11/0)

Total required 9(8/1)

Students will also register for June-Nov

Students will also register for Dec-May

Phase III and Phase VI rotations

Phase III and Phase VI rotations

FALL FOURTH YEAR COURSES

SPRING FOURTH YEAR COURSES

Students will register for june-Nov
Phase III, IV, and VI rotations

Students will register for Dec-May
Phase III, IV V and VI rotations
PHAR 580 Pharmacy Law
PHAR 58 1 Senior Colloquium

2cr
I cr

Total required

3 (3/0)

Phase Descriptions

PHASE III ROTATIONS-
6 CREDITS

PHASE IV ROTATIONS -
13 CREDITS REQUIRED

PHPC 570 Med Process Community 3 cr
PHPC 57 1 Med Process Institution 3 cr

PHASE V ROTATION
2 CREDITS

PHPC 572 Community Pharm Care 3 cr
PHPC 573 Institution Pharm Care 3 cr
PHPC 574 General Pharm Care 3 cr
PHPC 576 Ambulatory Care I cr

PHASE VI ELECTIVE ROTATIONS -
8 CREDITS MIN.

PHPC 577 Information Services

2cr

Various PHEX courses

NONTRADITIONAL PHARMD PATHWAY

The Nontraditional PharmD (NTPD) Pathway is offered for Hcensed pharma-
cists who have a Bachelor of Science in Pharmacy degree and seek to earn the
Doctor of Pharmacy degree. The final appUcants were admitted in Fall 2002. The
School has implemented a phase-out plan for the final pathway graduation in
May 2006. All graduates will be required to meet the terminal performance out-
comes of the School's PharmD program, with at least 30 credits of coursework,
which develops the knowledge, skills, and abilities for the delivery of pharmaceu-
tical care. Credits in the NTPD Pathway may be earned by taking courses from a
faculty-approved plan of study, through supervised experiential learning, and by
approved self-study or electives with appropriate assessment.

School of Pharmacy

EXPERIENTIAL LEARNING

Experiential learning will be centered in the pharmacist's own practice site, under
the supervision of a faculty mentor; one credit of clerkship experience is required
at other sites. The faculty mentor will work closely with each pharmacist to iden-
tify an appropriate mix of his or her own patients and to develop an experience
component that will meet individual needs, satisfy pathway requirements, and
benefit patients. Beginning with the initial patient identified as a study case, stu-
dents will learn to triage, develop explicit pharmaceutical care plans, and initiate
the patient management process. To monitor progress and provide feedback to
students, faculty mentors will use performance-based evaluation. For more infor-
mation, students may call 410-706-0761.

PHARMD DUAL DEGREE PROGRAMS

The School offers three dual degree programs for PharmD students who are
interested in gaining specialized expertise in law, business administration, or
research. Students apply to these programs in the second year of the PharmD
program. The dual degree programs have separate admission requirements. The
programs are briefly described below:

PHARMD/JD PROGRAM

The School offers a dual Doctor of Pharmacy/Juris Doctor degree program with
the University of Maryland School of Law for students who wish to pursue the
Juris Doctor. The PharmD/JD program allows students to gain the requisite
knowledge in legal skills in a variety of areas. Graduates of this program will be
prepared for careers in a diverse range of health care and legal areas. PharmD stu-
dents can use 16 credit hours obtained from the law curriculum to fulfill their 20
hours of didactic pharmacy electives. Students could complete the dual degree
program in six years.

PharmD students must apply to the JD program and meet all admissions cri-
teria, including submitting results of the LSAT, and adhere to the School of Laws
procedures and deadlines. Admission is not guaranteed. For more information
about the JD program, contact the School of Law at 410-706-3492 or e-mail
admissions@law. umaryland. edu.

PHARMD/MBA PROGRAM

The School offers a dual Doctor of Pharmacy/Master of Business Administration
program with the University of Baltimore Merrick School of Business for stu-
dents who wish to pursue the Master of Business Administration degree. The
PharmD/MBA program allows pharmacy students to take MBA courses as part

Doctor of Pharmacy (PharmD) Program

of their PharmD curriculum. While in pharmacy school, PharmD students mav
complete 20 of the 48 credit hours required in the MBA program.

PharmD students must apply to the MBA program; admission is not guaran-
teed. Students wishing to apply to the MBA program must adhere to University
of Baltimore (UB) procedures and deadlines. Students must also request that the
University of Maryland's Office of Records and Registration send their official
University of Maryland transcript and that the School of Pharmacy Office of Stu-
dent Affairs send a copy of their prepharmacy transcripts to UB. Students apply-
ing to this dual program need the equivalent of a bachelor's degree (i.e., either a
degree or completion of four years of college). The grade point average for an
entering MBA student is 3.0; however, a lower GPA may be offset by a higher
score on a standardized test (e.g., GMAT, PCAT). For more information about
MBA program, contact the Advising Center at the University of Baltimore at
410-837-4944. For information about the admissions process, contact the Office
of Graduate Admissions at 410-APPLYUB.

PHARMD/PHD PROGRAM

The School oflfers dual Doctor of Pharmacy/Doctor of Philosophy programs in
Pharmaceutical Sciences and Pharmaceutical Health Services Research to prepare
comprehensively trained individuals with an interdisciplinary perspective on
teaching and scientific research. The PharmD/PhD program is a cooperative
effort between the PharmD curriculum and the graduate curricula of the Depart-
ment of Pharmaceutical Sciences and the Department of Pharmaceutical Health
Services Research. The PharmD and PhD phases of the program run concur-
rently with minimal disruption of the academic content or sequencing of the
PharmD component. This permits dual degree students to progress normally in
the PharmD program and graduate with their class. To achieve this goal, students
may take open vacation periods as well as Research Pathway electives and other
elective options within the PharmD program and apply them toward meeting the
requirements of the PhD degree. Students already in the PharmD program may
be considered for admission to the dual degree program. Dual degree students
can expect to complete their core graduate coursework and be ready for advance-
ment to candidacy for the PhD degree by the time they complete the PharmD
program. Students may complete the requirements for the award of both the
PharmD and PhD degrees in six or seven years.

Consideration for admission to the PhD degree program is contingent upon
satisfying the admission requirements of the University of Maryland Graduate
School. A bachelor's degree is generally required for admission to the graduate
program. Applicants to the PhD programs will be evaluated on the following cri-
teria: the quality of the academic record, standardized test scores (GRE scores of
1600 or better, PCAT scores, and where applicable, TOEFL scores of at least
600), letters of recommendation, interviews, compatibility between the students'
career goals and the objectives of the PhD program, and a GPA of 3.0 or better.

School of Pharmacy

I

I

I

For more information about admissions to the PhD programs, contact the fol-
lowing departments: Department of Pharmaceutical Health Services Research
call 410-706-7613 or e-mail phsr@rx.iimaryland.edu. The Department of Phar-
maceutical Sciences, call 410-706-0549 or e-mail pscprog@rx.umaryiand.edu.

LICENSURE REQUIREMENTS

Students who complete the PharmD degree satisfy the educational requirement
for all state boards of pharmacy in the United States. Graduates are eligible to
take state licensing exams in all states. For more information about licensure as a
pharmacist in Maryland, graduates may contact the Maryland Board of Phar-
macy at 4201 Patterson Ave., Baltimore, MD 21215-2299, call 410-764-4755,
or E-mail: mdbop@dhmh. state. md.us.

International pharmacists who have received their pharmacy degrees from
non-US institutions have two options to become licensed pharmacists in the
United States. They can apply to the PharmD Program (see the International
Pharmacist Applicants section of this catalog) or complete the Foreign Pharma-
cists Equivalency Examination, which certifies the applicant for the board exami-
nation. Individuals taking this approach would not need to attend the School of
Pharmacy. For more information, write or call the National Association of Boards
of Pharmacy Foundation, Foreign Pharmacy Graduate Examination Committee,
700 Busse Highway Park Ridge, IL 60068, 847-698-6227.

Pharmacy Practice Lab director Fred Abramsoii and student Maricl Sinko
review a prescription.

Doctor of Pharmacy (PharmD) Program 29

Doctor of Philosophy Programs

Applicants seeking advanced degrees, MS and PhD, in pharmaceutical sciences or
pharmaceutical health services research must apply to the University's Graduate
School departments. Interested applicants also should review the Graduate
School catalog for more specific information about the MS and PhD programs.
The PhD programs in pharmaceutical health services research and pharmaceuti-
cal sciences are described as follows. Interested applicants may apply online at
http://graduate.umaryland.edu/admissions.html o\:, if necessary, obtain an applica-
tion form from the department to which they are applying.

Opportunities are available for postgraduate study: residencies, postdoctoral
fellowships, and other professional studies. Contact the department for specific
information.

PHARMACEUTICAL HEALTH SERVICES RESEARCH PHD
PROGRAM DESCRIPTION

The graduate program in Pharmaceutical Health Services Research seeks to train
scholars and researchers in one of four major research areas: pharmacoeconomics,
pharmacoepidemiology, behavioral sciences, or pharmaceutical policy as it relates to
the delivery, use, costs, and safety of pharmaceuticals and other health care prod-
ucts. Each student is required to select one research area or track of specialization in
which they will take advanced courses and conduct their dissertation research.

Graduates of the program will receive training to: 1) design and carry out
pharmaceutical health services research based on strong training in research
methodologies, statistics, one or more pharmacy specialty areas, and a sound
understanding of the U.S. health care system; 2) serve as a knowledgeable
spokesperson to the public and private sectors of health care concerning pharma-
ceutical health services research, practice research, and pharmacy-related policy
issues; 3) interact with members of other health, social, and administrative disci-
plines and initiate and/or collaborate in research endeavors related to pharmaceu-
ticals and other health services; and 4) be an effective teacher both in academic
and nonacademic settings.

PHARMACEUTICAL HEALTH SERVICES
RESEARCH PROGRAM OVERVIEW

The PhD graduate program in Pharmaceutical Health Services Research offers
advanced training by faculty who are regional, national, and international leaders
in the fields of pharmacoeconomics, pharmacoepidemiology, pharmaceutical pol-
icy, and the behavioral sciences. The specialized curriculum, with an emphasis on
developing research skills, trains students for leadership roles in academia, gov-
ernment, industry, and consulting.

School of Pharmacy

ADMISSIONS INFORMATION

Applicants to the Doctor of Philosophy in Pharmaceutical Health Services
Research should possess a bachelor's or master's degree from an accredited college
or university. Applicants without a Bachelor of Science in pharmacy or a Doctor
of Pharmacy degree will be considered, but, in general, preference will be given to
candidates with previous pharmacy-related education and/or experience.

Applicants must satisfy the general requirements of the University's Graduate
School before consideration for admission to the program. The minimum stan-
dard for admission to the Graduate School is a B average, or 3.0 on a 4.0 scale, in
a program of study resulting in the award of a baccalaureate degree from an
accredited college or university.

APPLICATION PROCEDURE

Applications to the graduate program in Pharmaceutical Health Services
Research should be directed to the following address: Graduate School, Univer-
sity of Maryland, 621 W. Lombard St., Room 336, Baltimore, MD 21201; 410-
706-7131. An online application is available at http : I I graduate. umaryland.
eduladm_appinfo.htm. The following forms and/or documents are required for
processing of an application by the Graduate School:

Application for admission (three copies)

Official transcripts (two copies)

Letters of recommendation (three letters)

Results of the Graduate Record Exam

Processing fees for international students

TOEFL scores

Statement of financial status

Immigration documents (form 1-20)
Officially, applications must be received by the Graduate School by July 1 for the
fall semester, December 1 for the spring semester, and by May 1 5 for admission
to the summer semester. However, it is preferred that applications be received by
January 15 for the fall semester. Applicants interested in receiving a teaching
assistantship or research assistantship must apply by March 1 . An international
student application must be received six months prior to the semester of expected
entrance. Contact the department for more information: Pharmacy Administra-
tion Graduate Program, School of Pharmacy, University of Maryland, 515 West
Lombard Street, Second Floor, Baltimore, MD 21201-1180.

1. In addition to official transcripts and three letters of recommendation as
evidence of academic potential, the student is to submit scores from the
Graduate Record Examination. Graduate Record Examination scores are
used as part of the date on which admission decisions are based, but are
seldom the sole criteria for admission.

2. Applicants with completed applications are encouraged to arrange an
interview with the Department. A limited number of students who fail
to meet these minimum standards may be admitted to graduate study as

Doctor of Philosophy Programs 3 I

provisional students on the basis of outstanding performance on the
Graduate Record Examination and on the basis of letters of recommen-
dation from competent judges of their performance as students or of
their professional capaciu'. Provisional admissions carry' explicit condi-
tions (e.g., minimal grade requirements in stipulated courses) that must
be met before the student can be advanced to full graduate status. Spe-
cific conditions for admission as a provisional graduate student may be
found in the current edition of the Graduate School Catalog.

ACADEMIC PROGRAM REQUIREMENTS

The minimum requirements for a student to receive a doctoral degree in the
Pharmaceutical Health Services Research Graduate Program are detailed below.
Individual students might be required to take additional courses as deemed
appropriate by their curriculum committee. In particular, students without
strong computer programming skills may need elective courses.

Required courses include a group of core graduate courses in pharmacoepidemi-
ology, pharmacoeconomics, pharmaceutical policy, and the social and behavioral
sciences, in addition to research methods, and statistics. Students must complete at
least 12 credits of advanced courses in their research track beyond any core courses.
It generally takes two to two-and-a-half years to complete the course requirements.

Although many students come to the program with prior graduate work, the
department requires that they take the core courses here. When non-core courses
or the beginning/intermediate statistics requirements are waived, students are
expected to take other advanced courses to complete the course requirements. To
allow flexibility and to ensure that students are well prepared in their area of spe-
cialization, each student is asked to establish a curriculum committee by the end
of their first semester of study.

The following outlines the required core course curriculum for this program:

Core Course Curriculum (33 Credits)

COURSES

CREDITS

PHSR 6 1 0— Health Care System

PHSR 620— Social Behavioral

PHSR 650 — Pharmaceutical Econ

PHSR 670— Health Education

PHSR 704 — Pharmacopeia

PHSR 701— Research Methods 1

PHSR 702— Research Methods II

PREV 600 — Intro to Epidemiology

School of Pharmacy

COURSES

CREDITS

Statistics

9

PHSR 709— Seminar*

3

Advanced Cognate

Courseworl<

12

PHSR 899— Dissertation

12

*Graduate seminar is conducted weekly to inform students and faculty about
new research and current issues. Seminar attendance is mandatory for all gradu-
ate students while in residency. Additionally, students must register for seminar
credit in three separate seminars. Students receive one credit for successfully
preparing and delivering a seminar on an ongoing research project or research
proposal under the direction of a faculty member. Each student must have at least
one seminar credit prior to taking his or her general comprehensive examination.
Furthermore, students must present their dissertation research at least once in a
graduate seminar.

Comprehensive Examination

The purpose of the comprehensive examination is to test students' depth and
breadth of knowledge in the field of pharmaceutical health services research: the-
ory, methods, statistics, and their chosen area of specialization. Students are
expected to be fluent in research techniques, current developments, general
research methods, study designs, statistical methods, and their professional and
ethical responsibilities. Students should not only know the basic concepts, but
also be able to interpret and apply them under various scenarios.

Dissertation

The dissertation is the product of intensive research at the doctoral level, distin-
guished by its deeper, more comprehensive, professional and scholarly treatment
of the subject. The doctoral dissertation is expected to represent independent and
original research in the field of the candidate's graduate study. It must add to
understanding in the candidate's field. The project must be of sufficient difficulty
and depth to test the candidate's ability to carry out research independently, and
it should show a mastery of the skills needed for such research.

Oral Defense of Dissertation Proposal

Students must submit the proposal to the dissertation committee for review and
comment. The student, in consultation with the research advisor, will schedule
the oral examination to defend the research proposal.

Final Oral Exam Defense

After completing the dissertation, the candidate must defend it before the aca-
demic community. The defense is open to all members of the University graduate
faculty. Regulations governing the style, format, and how to submit the disserta-
tion for publication may be obtained from the Graduate School.

Doctor of Philosophy Programs 33

Additional Activities

• Teaching experience is required during the first year. Doctoral students
in pharmaceutical health services research are expected to participate as
fully as possible in opportunities to develop their teaching skills.

• Experiential learning is required of all students. In general, a student
does not receive additional credit for experiential learning, but it is a sig-
nificant part of the program.

• Participating in professional meetings and organizations is recom-
mended. Students are encouraged to submit papers to local, regional,
and national professional meetings.

FINANCIAL SUPPORT

Financial support is available to students accepted into the program: graduate
research assistantships funded by the Graduate School, graduate research assistant-
ships funded by faculty-sponsored projects, and graduate teaching assistantships.

PHARMACEUTICAL SCIENCES PHD PROGRAM OVERVIEW

Graduate students, staflf, and faculty are pursuing a wide range of pharmaceutical
research, such as biotechnology-related pharmaceutical science research involving
molecular biology; macromolecular structure, dynamics and drug design; phar-
macology and neuroscience; and novel drug and gene delivery. Pharmaceutical
sciences is the largest graduate program on campus and perhaps the largest of its
type in the United States. This critical mass of graduate students working with
over 30 faculty and staff members, provides a stimulating environment for the
pharmaceutical sciences graduate student.

Components of our multidisciplinary program include the following three
informal Research Pathways: Cellular & Biological Chemistry, Pharmacology &
Neuroscience, and Biopharmaceutics & Drug Delivery Technology. The mission
of each Research Pathway is to foster individual and collaborative research, fac-
ulty growth, and a graduate student education which provides a strong, broad
background in the drug development process along with intensive expertise in a
focal research area of the pharmaceutical sciences. For more complete description
of the graduate program, see www.pharmacy.umaryland.edu/graduate/psc.

PHARMACEUTICAL SCIENCES DEPARTMENT OVERVIEW

The Department of Pharmaceutical Sciences is involved in understanding the
underlying biology of disease, mechanisms of drug action, drug design, and drug
product design and evaluation. The Department of Pharmaceutical Sciences is,
by its nature, a multidisciplinary environment. Disciplines covered include cell,
molecular and structural biology; organic chemistry to computer-aided rational
drug design, comprising the core of the drug discovery/drug design and the struc-

34 School of Pharmacy

rural biology initiative; pharmacology and neuroscience, including molecular,
biochemical, and behavioral approaches probing pharmacodynamic questions in
carcinogenesis, respiratory biology, drug addiction, Parkinson's Disease and other
neurodegenerative diseases, schizophrenia and other psychiatric diseases, and
epilepsy; and pharmacokinetics, drug transport, industrial pharmaceutical
research, and novel drug/gene delivery.

Pharmaceutical sciences contribute to the discovery, design, and development
of drugs. Drug discovery and development is a dynamic process, requiring inte-
grated efforts across classical scientific disciplines. Hence, the graduate program
in pharmaceutical sciences uniquely prepares graduates for mankind's greatest
intellectual and practical challenge: to discover medicines to discover medicines
and to delivery them to patients.

ADMISSIONS INFORMATION

Admission to the graduate program is contingent upon satisfying the admission
requirements of the Graduate School. In most instances, candidates for admis-
sion who have earned a BA or BS degree in chemistry, biology, biochemistry, psy-
chology, chemical engineering, or in pharmaceutical science possess adequate
preparation for the graduate program.

A completed Application Form, official test scores (not copies), official tran-
scripts, and other supporting documentation are required. Completed appli-
cations received before January 15 will be notified of our decision in early
February, and will be preferentially processed over later applications. Selected
applicants may be invited for a personal interview and tour of the campus and
facilities. Applications are accepted for Fall Only.

Applications for admission to the graduate program are evaluated on the basis
of the following:

• Quality of academic performance

• Graduate Record Examination (GRE) scores

• TOEFL or lELTS scores (for international applicants)

• Three (3) letters of recommendation (mailed to the Department of
Pharmaceutical Sciences)

• A "Statement of Academic Goals and Research Interests" that is com-
patible with faculty research projects (mailed to the Dept. of Pharma-
ceutical Sciences)

The (GRE) General Test scores must be submitted as part of the admissions
process. International students must obtain at least a score of 600 in the TOEFL
Examination or 7.0 in the lELTS.

APPLICATION PROCEDURE

Applicants for the PhD in Pharmaceutical Sciences must send certain materials to
the University of Maryland Graduate School, while other materials must be sent
to the Department of Pharmaceutical Sciences. Applicants may review admis-

Doctor of Philosophy Programs 35

sions procedures and requirements of the University of Maryland's Graduate
School on the Web site or e-mail gradinfo@umaryland.edu or call 410-706-7131
for more information. Applicants must submit the list of materials which follows
to the University's Graduate School at: Graduate Admissions and Enrollment
Services, Baltimore Student Union, Room 336, The Graduate School, University
of Maryland, Baltimore, MD 21201-1550.

• Submit one set of official Graduate Record Examination (GRE) General
Test scores (not a copy) and two sets of official Test of English as a Foreign
Language score (if international applicant) with a minimum score of 600
and/or have taken conversational and written English coursework.

• Submit two sets of official transcripts or mark sheets.

• Submit the required nonrefundable application fee. Make check payable
to: University of Maryland.

Applicants must also submit the following to the School of Pharmacy Depart-
ment of Pharmaceutical Sciences at: Pharmaceutical Sciences Graduate Program,
School of Pharmacy, University of Maryland, 20 N. Pine St., 4th Floor, Balti-
more, MD 21201-1180.

• Submit a Statement of Academic Goals and Research Interests. In your
"Statement of Academic Goals and Research Interests," please discuss
concisely your academic objectives pertaining to the pharmaceutical sci-
ences and your professional career goals. Include a description of rele-
vant work experience as appropriate. To facilitate review of your
application, please denote a research pathway (see Programs) at the top
of your Statement.

• Submit three (3) letters of recommendation. A form is available from
www. pharmacy, umaryland. edulAdmissionslrecommend.pdf.

International Students

International students should not plan on leaving their country before obtaining
official notification of admission to the graduate program from the director of
graduate admissions and an 1-20 form from the Office Records and Registration.
The following rules apply:

• Sufficient funds must be available to support the student for one year.
Students may obtain the immigration form (1-20) necessary for obtain-
ing the appropriate visa from the University's Office of Records and
Registration.

• Students already studying in the United States who wish to transfer to
the University of Maryland must also secure proper immigration docu-
ments in order to request that the Immigration and Naturalization Ser-
vice grant permission to transfer to the University of Maryland.

• Every international student must report to the Office of Records and
Registration as soon as possible after arriving at the University.

• Students from non-English-speaking countries are considered for
admission only if they have received a total Test of English as a Foreign
Language (TOEFL) score of 600 (250 on the computer-based score).
Because TOEFL is given only four times a year throughout various
parts of the world, it is necessary for the applicant to make arrange-

36 School of Pharmacy

ments with the Educational Testing Service, Box 899, Princeton, NJ
08540, to take the test as soon as study at the University of Maryland is
contemplated.
• Graduate students whose work indicates English language deficiencies
will be required to take remedial English courses.

PHARMACEUTICAL SCIENCES PHD PROGRAM DESCRIPTION

The goal of the Department of Pharmaceutical Sciences graduate program is to
prepare independent, creative scientists to function well in academia, the phar-
maceutical industry, and in government or other research institutions. The phar-
maceutical sciences graduate program is administered through the Graduate
School (www. graduate, umaryland.edu).

ACADEMIC PROGRAM REQUIREMENTS

The graduate program is "mentor-driven" - a plan of study is individualized and
dependent on the student's and mentor's specific research interests. Each student
develops their educational experience with the advice of his/her mentor and an
Advisory/Thesis Committee. The awarding of the degree is contingent on the
candidate's successful defense of a dissertation based on independent original
research. Graduates will be educated with the knowledge and skills to direct the
discovery, development and delivery of medications for safe and effective therapy.
Departmental course offerings are described in detail in the "Program Course
Descriptions" section of this catalog.

A student typically graduates after five years in the PhD program. In the first
two years, students focus on completing classroom requirements and initial dis-
sertation research. Early in the third year, students take the comprehensive exam-
ination, where each student proposes dissertation research and defends the
proposal orally and in writing. In the last three years, students focus on labora-
tory experimentation and the presentation of a dissertation.

The minimum course requirements of the PhD degree program are as follows:

Core Course Curriculum

COURSE

CREDITS

PHAR 600 and 601 — Pharmaceutical Drug Design and Development

3 each

PHAR 608— First- Year Rotations 1

PHAR 708— First- Year Seminar 1

Two techniques courses

4 minimum

Ethics course (e.g., DOCB 605— Scientific Method, CIPP 909—
Responsible Conduct of Science)

Minimum three additional courses

Three seminar presentations

3

PHAR 899— Thesis Research

12

Doctor of Philosophy Programs

FACULTY RESEARCH AREAS

Larry L. Augsburger, pharmaceutics; solid oral dosage form design

Adrian H. Batchelor, X-ray crystalography

Gary G. Buterbaugh, pharmacology of epileptic seizures

Andrew Coop, organic and medicinal chemistry; opioid and sigma receptors

Richard N. Dalby, respiratory drug delivery; metered dose inhalers (MDIs); dry

powdered inhalers (DPI); nebulizers
Russell J. DiGate, genetics; DNA topoisomerase III

Natalie D. Eddington, pharmacokinetics; brain delivery; pharmacodynamic rela-
tionships
Hamid Ghandehari, controlled drug delivery; polymers; biomaterials
Ronald D. Guiles, protein structure, including Heme and human interleukin-5;

nuclear magnetic resonance
Jun Hayashi, cell biolog)'; lymphocyte signal transduction
Stephen W. Hoag, pharmaceutics; controlled release tablets; power technology'
R. Gary Hollenbeck, physical pharmacy; novel drug delivery systems
Kwang Chul Kim, cell biology; epithelial cell surface mucins (MUCl mucins)
Alexander D. MacKerell Jr., computational chemistry; novel inhibitors of HIV

integrase
J. Edward Moreton, pharmacology; behavioral and neuropharmacological aspects

of drug abuse
James E. Polli, oral biopharmaceutics; bioavailability; intestinal permeability
Gerald M. Rosen, free radicals in biological systems; host immune response
Paul S. Shapiro, signal transduction; mitogen-activated protein (MAP) kinase

pathways
Rakesh K. Srivastava, cell growth; differentiation and apoptosis; Bcl-2 family

members
Peter Swaan, cell biology; computational chemistry; drug bioavailability; drug

delivery
Ashiwel S. Undie, signal transduction; phospholipase C-dependent signal trans-
duction; dopamine
Jia Bei Wang, neurotransmitter receptors; mu opiate receptor
Myron Weiner, drug metabolism; cytochrome P450; hepatocytes
Angela Wilks, protein structure and function; heme proteins; Shigella dysenteriae

ACADEMIC RESOURCES

Extramural funding for research is currently almost five million dollars and ongo-
ing investigations include collaborative projects with other researchers on campus
and at the FDA, NIH, Johns Hopkins University, Walter Reed Army Institute of
Research, and the pharmaceutical industry. Projects include biotechnology-
related pharmaceutical science research involving molecular biology; macro-
molecular structure, dynamics and drug design; pharmacology and neuroscience;
and novel drug and gene delivery.

School of Pharmacy

I

1

The Department of Pharmaceutical Sciences has one of the most modern indus-
trial and pharmaceutical technology research and manufacturing facilities in the
country. It has small-scale and pilot-scale equipment for the production of aerosols,
parenterals, liquid, semi-solid, and solid dosage forms. There is a state-of-the art
analytical facility for basic and applied pharmacokinetic research and clinical
research in hospitalized patients. The laboratory is equipped to investigate all
phases of drug absorption and disposition in animals and/or humans. A Good Man-
ufacturing Practice facility exists for small-scale manufacturing pharmaceuticals.

FINANCIAL SUPPORT

Financial support is available to students accepted into the program, such that
students can focus on graduate studies. Support includes a stipend (currently
$19,000 for year 2003 for Step I pre-candidates and $20,000 for Step II candi-
dates), tuition, health, and fees. Additional merit awards are given to the depart-
ment's most outstanding students.

Competitive departmental fellowships are awarded by the department each
year: Dunning Fellowship, Emerson Fellowship, Slama Graduate Award, and the
Shangraw/Center for Professional Advancement Scholarship. Additionally, many
students each year earn external fellowships, through excellence in academics and
research.

GRADUATE STUDENT ORGANIZATIONS

Graduate students play a particularly active role in a number of campus student
organizations. Additionally, two graduate student organizations within the
School of Pharmacy and the Department of Pharmaceutical Sciences are the
Pharmacy Graduate Student Association and a student chapter of the American
Association of Pharmaceutical Sciences. Moreover, depending upon their specific
research interests, individual students often join national professional societies,
many of which host meetings and workshops in the mid-Atlantic region.

Pharmacy students discuss group project.

Doctor of Philosophy Programs

Financial Information

The School's tuition and fees, health insurance, residency status, and financial aid
information is as follows:

TUITION AND FEES

The following lists the tuition and fees for the 2003-2004 academic year. The
tuition per credit hour rate below is for the Nontraditionai PharmD Pathway and
graduate programs only. Students in these programs are charged this rate regard-
less of the number of credit hours they take.

TUITION

FULL-TIME

NTPD

GRADUATE

Full time (9 or more credits)

Resident

$ 9,773

Nonresident

$20,444

Per credit hour rate

Resident

$380

$314

Nonresident

$694

$562

Fees

Techology

60

$ 10

$ 10

Student Government Association

15

$ 15

$ 15

Transportation

28

$ 28

$ 28

Student activities

54

$ 54

$ 46

Supporting facilities

425

$351

$351

Other Expenses

Clinical clerkship (experiential courses

) $

315

$315

Supplemental Application fee

20

$ 50

Admission acceptance deposit

(nonrefundable)

800

Late registration fee

40

$ 40

$ 40

Diploma fee

55

$ 55

$110

Liability insurance

22

$ 22

Disability insurance

2!

Hepatitis B vaccine ( 1 st year only)

105

Continuing education certification

100

Late payment of tuition and fees*

100

$100

$100

* Late payment of tuition and fees is $100 or 5% of the balance, whichever is less.
NOTE: Notwithstanding any other provision of this or any other University publica-
tion, the University reserves the right to make changes in tuition, fees and other
charges at any time such changes are deemed necessary by the University and the
University System of Maryland Board of Regents.

40 School of Pharmacy

i

HEALTH INSURANCE

University or equivalent health insurance coverage is required of all full-time stu-
dents. Students will be billed for health insurance unless they provide proof of
similar coverage to the Office of Student and Employee Health. If students pro-
vide documentation, the cost of the premium is waived. The cost of health insur-
ance varies depending on the type of coverage. For information about health
insurance, call Student Accounting at 410-706-2930 or visit their office in the
Administration Building, Room 313. Details are also online at www.umaryland.
edulhealthl.

DETERMINATION OF IN-STATE RESIDENCY

The Office of Records and Registration makes an initial determination of resi-
dency status for admission and tuition when students apply for admission. The
determination made at that time, and any determination made thereafter, shall
prevail for each semester until the student changes the status. Students classified as
in-state residents are responsible for notifying the Office of Records and Registra-
tion in writing within 15 days of any change in their circumstances which might
in any way affect their classification at the University. Students may obtain a copy
of the University's policy on in-state residency status from the office listed above.

PHARMD STUDENT FINANCIAL AID

The Office of Student Financial Aid centrally administers student financial aid
programs. These programs are designed to help students who otherwise would be
unable to attend the University. Aid packages for students often include a combi-
nation of loans, grants, scholarships, and work-study designed to meet students'
needs. To qualify for aid, students must apply annually and meet the eligibility
requirements. Also, students must complete the required financial aid appli-
cation forms and are encouraged to do so by February 15. For more informa-
tion about financial aid and to obtain application forms, call 410-706-7347, visit
the Web site: ivwiv.umaryland.edu/fin/, or write to: Student Financial Aid, Uni-
versity of Maryland, Baltimore Student Union, Room 334, 621 W. Lombard St.,
Baltimore, MD 21201.

SCHOOL OF PHARMACY SCHOLARSHIPS

Through the generous gifts of alumni, friends, and professional associations, the
School provides additional financial aid to its full-time students who are in need
of financial support. Students do not apply for these awards. Students who
receive most awards are those who can document unmet financial need through
the student financial aid process. Some scholarships support students from cer-
tain geographical areas. The School has established the following scholarships:

Financial Information 41

April Adams Memorial Scholarship. The students, faculty, and friends of
April Adams established this scholarship as a lasting tribute to Adams, Class of
1999. The scholarship, symbolizing her dedication and love of pharmacy, will be
awarded to deserving students in her name.

Marilyn I. Arkin Scholarship Fund. The family and friends of Marilyn I.
Arkin, daughter of Ann and Morris Arkin and a member of the Class of 1975,
established this scholarship as a memorial in 1988. The scholarship provides sup-
port for professional students in the School of Pharmacy.

The Yvette Beakes Memorial Scholarship. Family, friends, classmates and
facult}' established this scholarship in June 2002 as a memorial to Yvette Beakes,
Class of 2000 PharmD graduate. The scholarship provides support for financially
needy professional students who have made contributions to community or
health care causes.

Caspari Memorial Fund. Alumni and friends of Professor Charles Caspari,
Jr., former dean of the School of Pharmacy, established this scholarship Novem-
ber 25, 1917, to support a deserving student who has financial need.

Centennial Research Fund. This fund was established September 13, 1946,
with contributions from the Centennial Research Fund campaign launched in
1941 to commemorate the 100th anniversary of the School of Pharmacy. The
students who receive this fellowship do research in the following fields: pharmacy,
pharmaceutical chemistry, pharmacolog)', microbiology, and pharmacognosy.

H.J. (Jack) Custis, Jr., Memorial Scholarship Fund. In memory of H.J.
(Jack) Custis, Jr., Class of 1951, a fund was established to award scholarships on the
basis of reasonable need and academic ability to students in the professional pro-
gram of the School of Pharmacy. Students must be residents of one of Mar>'land's
nine Eastern Shore counties to be eligible for the Custis Memorial Scholarship.

H.A.B. Dunning Fellowship Fund. This fund was first established from
annual donations beginning in 1930 and endowed in 1963 by bequest to the
School of Pharmacy from Dr. H.A.B. Dunning, distinguished alumnus of the
School and prominent Baltimore manufacturing pharmacist. This fellowship is
open to promising graduate students doing research in pharmaceutical chemistry.

Isadore M. and Irene R. Fischer Memorial Scholarship Fund. The families
of Isadore M. and Irene R. Fischer have provided a scholarship fund to support a
professional or graduate student demonstrating academic excellence in the educa-
tional programs of the University of Maryland School of Pharmacy.

Charles L. Henry Memorial Scholarship Fund. The Charles L. Henry
Memorial Scholarship Fund has been provided for PharmD students in the
School of Pharmacy requiring financial assistance.

L. Louis and Elinor Hens Memorial Scholarship Fund. Established in
1990 by Mrs. F^linor Hens in memory of her husband, this fund is used to sup-
port deserving students who have financial need.

Dr. Paul Jablon Research Award. Mr. Leon Jablon and the late Mrs. Yetta
Jablon established this award in January 1985 in memory of their son. Dr. Paul
Jablon. Fhe research award is given to students displaying exceptional promise in
the field ol pharmaceutics.

J. Gilbert Joseph Scholarship. In memory of her brother, J. Gilbert Joseph,
a former student of the School of Pharmacy, the late Miss Jeanette Joseph pro-

42 School of Pharmacy

vided a generous bequest to endow scholarships to be awarded to quaHfied stu-
dents who have maintained a superior scholastic average and who are in need of
financial assistance.

Frederick William Koenig Memorial Scholarship. In memory of her hus-
band, Frederick William Koenig, a practicing pharmacist for 50 years, the late
Mrs. Valeria R. Koenig has bequeathed a sum of money to endow a scholarship
to be awarded annually. The recipient of the award will be selected on the basis of
financial need, character, and scholarship.

The Bernard Lachman Memorial Scholarship Fund. The family, friends,
and colleagues of Bernard Lachman established this fund in 1999 in his memory.
The scholarship is used to support students who have financial need.

Dr. Dean E. Leavitt Memorial Scholarship Fund. In honor of Dr. Dean E.
Leavitt, associate dean for administration and professional services, 1976-1989,
the family and the faculty established a fund to support a scholarship covering the
final year of pharmacy school for students who have attained at least a cumulative
average of 3.0, who have shown superior aptitude and enthusiasm in the course
sequence in management, and who have demonstrated, as Dean Leavitt did, a
commitment to the qualities of health and humanitarianism, both personally and
professionally.

A.M. Lichtenstein Scholarship. In memory of her husband, A.M. Lichten-
stein, distinguished alumnus of the School of Pharmacy, Class of 1889, the late
Mrs. Francina Freese Lichtenstein bequeathed a sum of money to endow an
annual scholarship to a resident of Allegheny County, Md. The recipient of the
award is to be selected on the basis of financial need, character, and scholarship.

The Dr. L. Lavan Manchey Scholarship Fund. This fund was established
July 8, 1997, in memory of L. Lavan Manchey, PhD, Class of 1926, and winner
of the Simon Gold Medal for proficiency in practical chemistry in 1928. The
scholarship is used to support students who have financial need.

Aaron and Rosalie Paulson Scholarship Fund. Established by Mr. Aaron A.
Paulson, Class of 1924, and his late wife, Rosalie, this endowed scholarship sup-
ports a first professional year student with demonstrated financial need.

Plough Pharmacy Student Scholarships. The Plough Foundation, created
by Abe Plough, founder of Plough Inc., and the School of Pharmacy contributed
funds to an endowment that provides financial support to pharmacy students.
The funds are awarded on the basis of financial need, academic achievement,
leadership, and citizenship.

Leonard Rodman Dean's Scholarship Fund. Established in March 2001 by
Mr. Leonard Rodman, this fund is used to provide scholarship to support stu-
dents who have financial need.

Milton C. And Elizabeth C. Sappe Scholarship Fund (Formerly the Mil-
ton Charles Sappe Scholarship Fund). Elizabeth Sappe established this scholar-
ship in December 1995. The scholarship is used to support students who have
demonstrated financial need, high academic standing, and are residents of
Maryland.

Joseph Sokol Memorial Scholarship. In memory of Joseph Sokol, Class of
1973, his family and friends established this scholarship to provide support for
deserving students who have financial need.

Financial Information 43

Arthur Schwartz Memorial Scholarship Fund. The family and friends of
Arthur Schwartz, BS Pharm 1979, PhD Pharmacy Administration 1987, have
established an endowed scholarship fund for a graduate student in Pharmacy
Administration to honor his memory.

Dr. Frank J. Slama Fellowship Fund. Established in April 1996 from the
estate of Lillian Slama, in memory of her husband, Dr. Frank J. Slama, this fel-
lowship supports one or more annual award(s) for graduate students studying
medicinal chemistry and/or pharmacognosy.

LOAN FUNDS

Students in financial need may apply for the School loans described below. For
more information, contact the associate dean for student affairs.

Rose Hendler Memorial Fund. L. Manuel Hendler and family have estab-
lished a loan fund in memory of Mrs. Rose Hendler for needy students. Loans
from this fund are available to qualified students.

Louis T. Sabatino Memorial Student Loan Fund. In honor and memory of
her late brother, Louis T. Sabatino, Class of 1939, Mrs. Marie Sabatino DeOms
has established this fund to provide loans to deserving students.

Benjamin Schoenfeld Memorial Pharmacy Loan Fund. The family of Mr.
Benjamin Schoenfeld, Class of 1924, has established a loan fund as a memorial to
him. This fund is available to qualified needy students. Loans are made upon the
recommendation of the dean.

Burroughs-Welcome Emergency Loan Fund. The Burroughs-Welcome
Co. established a fund to provide short-term (two months) loans to students in
financial need.

VETERANS FINANCIAL AID

New students, including Nontraditional Pathway students, who are eligible for
educational benefits through the Veterans Administration should forward a com-
pleted VA Form 22-1995: Request for Change of Program or Place of Training to
the Office of Student Affairs. Veterans who have not used any of their VA educa-
tional benefits should forward a completed VA Form 22-1990: Application for
Program of Education or Training and a copy of DD 214: Separation Papers
directly to the Office of Student Affairs of the School of Pharmacy, Room 224
Pharmacy Hall.

PHD STUDENT FINANCIAL AID

For information on financial support, graduate students should contact the grad-
uate department to which they are applying.

School of Pharmacy

1

PharmD Academic Policy
Statements

The School reserves the right to make changes in standards for advancement and
graduation and rules and regulations. The following academic policy statements
shall not be construed as a contract between any student and the School:

ACADEMIC SESSIONS

The School of Pharmacy operates on a four-semester calendar. The fall term, four
months long, begins the last week of August and runs to the Christmas recess. A
three-week winter minimester in January allows students to avail themselves of
tutorial services or elective courses. The spring term, four months long, begins
the last week in January and extends to just before Memorial Day. Full-time stu-
dents enrolled for the spring semester do not pay tuition and fees for campus
courses they take during the January minimester. Student must pay additional
minimester tuition at other University System of Maryland (USM) campuses.
The School does not offer any courses during the summer session. Students may
take didactic courses at USM institutions but must pay summer session tuition
and fees at those institutions.

REGISTRATION POLICIES

CANCELLATION OF REGISTRATION

Students who register and subsequently decide not to attend the School of Phar-
macy must provide written notice to the Office of Student Affairs on or before the
first day of class. If this office has not received a request for cancellation by 5 p.m.
on or before the first day of instruction, the University will assume that students
plan to attend and that they accept their financial obligation.

CHANGE IN REGISTRATION

All registration changes can be entered during Web registration from the begin-
ning of advanced registration until the last day before classes start. Students can
ADD classes up to the first week of instruction and DROP chsses four weeks after
the start of classes. On and after the first day of class, all transactions must be sub-
mitted on appropriate paper forms, directly to the Office of Student Affairs,
within the designated deadline (see academic calendar).

PharmD Academic Policy Statements

LATE REGISTRATION

Students who fail to complete registration by the specified time for regular regis-
tration, usually the day before the first day of classes, pay a late registration fee.
(See the "Financial Information" section of this catalog for fee amount.)

WITHDRAWAL FROM THE UNIVERSITY

Students who withdraw from the University before the end of a semester are eligi-
ble for partial refunds, depending upon the date of withdrawal. To ensure such
refunds, students must file withdrawal forms in the School's Office of Student
Affairs. Students who fail to complete these forms will receive failing grades in all
courses and forfeit their right to any refund.

GRADING SYSTEM

When, for any reason, a student repeats a course, the grade achieved in the
repeated course replaces all previous grades in the same course. The School of
Pharmacy uses the following grading system:

GRADE

INTERPRETATION

POINT VALUE

A

Excellent

4

B

Good

3

C

Fair

2

D

Poor but Passing

1

P

Pass

0

F

Failure

0

1

Incomplete

Must be replaced by
definite grade within
one year

WD

Withdrawal

No grade is assigned

ACADEMIC STATUS POLICIES

Students' performance in didactic and experiential learning courses is continually
monitored. Students are responsible for their academic progress and should take
the initiative to meet their academic advisor and/or the coursemaster(s) when
academic problems occur. The director for student services, the class advisor, fac-
ulty, and administration are available to help students meet the School's academic
standards. Experience has demonstrated that the earlier and more actively stu-
dents recognize and address potential problems, the greater their likelihood of
avoiding academic difficulties. By the same token, faculty members are encour-

•

I

School of Pharmacy

aged to initiate discussions with students whose performance appears Ukely to
result in a failing grade.

To remain in acceptable academic standing and to be eligible for graduation,
students must maintain a minimum cumulative GPA of 2.0 in required courses.
Students with a cumulative GPA below 2.0 or a failing grade in a didactic or
experiential learning course are subject to academic dismissal. Students must pass
all first- and second-year courses before advancing to the third year; and all third
year courses before advancing to fourth-year courses.

At the end of each semester, the associate dean of student affairs reviews the
academic status of all students in the PharmD program. Students with a failing
grade in any course are subject to academic dismissal as soon as the failing grade is
submitted in writing to the Office of Student Affairs. Students who do not achieve
a minimum cumulative GPA of 2.0 in their required courses are subject to acade-
mic dismissal.

Students who have a semester GPA below 2.0 but maintain a cumulative GPA
of 2.0 or greater will receive a letter of academic warning from the associate dean
of student affairs. The chair of the Student Affairs Committee and students' aca-
demic advisors also receive a copy of this letter.

The associate dean of student affairs will send a notification letter and a copy
of the Academic Status Policies and Procedures to students subject to academic
dismissal. The letter will indicate that the student will be dismissed from the
School unless he or she appeals to the Student Affairs Committee requesting to
be placed on academic probation. The letter will state the time and place of the
academic review hearing with the Student Affairs Committee (typically, within
seven calendar days of the letter's date). The chair of the Student Affairs Commit-
tee and students' academic advisors also receive copies of the letter.

Students subject to academic dismissal have the right to appeal to the Student
Affairs Committee. Students may present their case in person before the commit-
tee or submit a written appeal. Students may submit any documents that they
deem pertinent. Students who do not appeal will be dismissed from the School.

At least seven calendar days before any Student Affairs Committee academic
review hearing, the committee will distribute a confidential memo to the faculty,
listing all students to be reviewed. The memo will state the time and place of the
hearing, stress the confidential nature of the information, and request that faculty
provide the committee with pertinent information on students' academic perfor-
mance and ability. Any faculty member may provide written comments to the
committee or request permission to appear at any student's hearing.

Academic advisors and other faculty members may attend academic review
hearings and present pertinent information. The committee will consider
prepharmacy grades, prior academic performance in the School, and personal
issues in its deliberations.

At the conclusion of the academic review hearing, the committee will deliber-
ate on each case and determine each student's academic status. The committee
decides by a simple majority vote to either academically dismiss students, place
them on academic probation, or gather more information. If placed on academic
probation, students will be allowed to continue in the program but under specific
terms outlined by the committee, such as taking remedial courses to strengthen

PharmD Academic Policy Statements 47

specific knowledge or skills. If the committee decides to gather more information,
it must complete its review and make a final decision within five calendar days of
the original hearing. The committee will submit its decision in writing to the stu-
dents, dean, and the students' academic advisors within seven calendar days of
the academic review hearing.

Students have the right to appeal the decision of the Student Aflfairs Commit-
tee directly to the dean. Students must submit appeals in writing and state the
basis for the appeal. Students must complete all appeals before the beginning of
the next semester. The dean's decision is final.

Students on academic probation must meet with their academic advisor and
the associate dean of student affairs to develop a plan of action to resolve all perti-
nent academic issues. While on probation, students must earn a GPA of 2.0 or
greater during each semester. If students on probation earn a semester GPA of 2.0
or greater, but the cumulative GPA or the required-course GPA remains below
2.0, students will remain on academic probation. Students will be removed from
probation when their cumulative GPA and required-course GPA is 2.0 or greater.
Students with a failing grade on their record will remain on probation until they
receive a passing grade.

Students who are academically dismissed may petition the Admissions Com-
mittee for readmission after they have completed some form of remediation. Stu-
dents who have been academically dismissed twice from the School are not
eligible for readmission.

ACADEMIC INTEGRITY POLICIES AND PROCEDURES

Students are entering a profession highly trusted by the public. Therefore, stu-
dents are expected to "maintain the highest principle of moral, ethical, and legal
conduct." (Oath of a Pharmacist, 1999.) Students and faculty developed the poli-
cies and procedures described below to help maintain the School's high standard
of conduct.

STUDENT HONOR CODE

Students entering the profession of pharmacy are required to exhibit exemplary
standards of conduct. Absolute honesty is imperative for a health professional.
On May 14, 1998, the Student Government Association adopted the following
Honor Code:

I. Statement of Philosophy

The students of the University of Maryland School of Pharmacy recognize that
honesty, truth, and integrity are values central to the School's mission as an institu-
tion of higher education. Therefore, the Student Government Association has
assembled current policies and procedures involving academic integrity into this
Honor Code of behavior. The code described in this document articulates the
responsibilities of Doctor of Pharmacy students, graduate students, faculty, and

48 School of Pharmacy

administration in upholding academic integrity, while at the same time respecting
the rights of individuals to the due process offered by administrative hearings and
appeals. All persons enrolled in any course or program offered by the University of
Maryland School of Pharmacy and all persons supervising the learning of any stu-
dent are responsible for acting in accordance with the provisions of this policy.

Students' Responsibilities

• Understanding the types of conduct which are deemed unacceptable
and, therefore, are prohibited by this policy.

• Refraining from committing any act of cheating, plagiarizing, facilitat-
ing academic dishonesty, abusing academic materials, stealing, or lying.

• Reporting every instance in which the student has a suspicion or knowl-
edge that academic conduct which violates this policy or its spirit has
taken place to the faculty member responsible for instruction or to a
member of the Student Discipline and Grievance Committee.

Faculty Responsibilities

• Understanding the procedures of this policy relative to how faculty are
to handle suspected instances of academic dishonesty.

• Developing an instructional environment that reflects a commitment to
maintaining and enforcing academic integrity.

• Handling every suspected or admitted instance of the violation of the
provisions of this policy in accordance with the current School and Uni-
versity procedures.

II. Academic Integrity

In attempt to maintain academic integrity, the Student Government Association
has outlined a code of conduct (an Honor Code) which describes acceptable
behavior for students in all its academic settings. This code has been developed
using University (as stated in the University's Student Answer Book) and School
(as stated in the School's catalog) policies. Elements of this code can be catego-
rized into six broad areas:

1. Cheating Definition: Using or attempting to use unauthorized mate-
rials, information, notes, study aids or other devices, or obtaining unau-
thorized assistance from any source for work submitted as one's own
individual efforts in any class, clinic, assignment, or examination. Exam-
ples of cheating include, but are not limited to, the following actions:

a. Copying from another student's paper or test, or receiving assistance
from another person during an exam or other assignment in a man-
ner not authorized by the instructor.

b. Possessing, buying, selling, removing, receiving, or using at any time
or in any manner not previously authorized by the instructor a copy
or copies of any exam or other materials (in whole or in part) in-
tended to be used as an instrument of evaluation in advance of its
administration.

PharmD Academic Policy Statements

c. Using material or equipment not authorized by the instructor dur-
ing a test or other academic evaluation, such as crib notes, a calcula-
tor, or a tape recorder.

d. Working with another or others on any exam, take home exam,
computer or laboratory work, or any other assignment when the
instructor has required independent and unaided effort.

e. Attempting to influence or change an academic evaluation, grade or
record by deceit or unfair means, such as: 1 ) damaging the academic
work of another student to gain an unfair advantage in an academic
evaluation; or 2) marking or submitting an exam or other assign-
ment in a manner designed to deceive the grading system.

f Submitting, without prior permission, the same academic work

which has been submitted in identical or similar form in another

class or in fulfillment of any other academic requirement at the

University.

g. Permitting another to substitute for oneself during an exam or any

other type of academic evaluation,
h. Gaining an unfair advantage in an academic evaluation by receiving

specific information about a test, exam, or other assignment.
Plagiarism Definition: Representing, orally or in writing, in any aca-
demic assignment or exercise, the words, ideas, or works of another as
one's own without customary and proper acknowledgment of the
source. Examples:

a. Submitting material or work for evaluation, in whole or in part,
which has been prepared by an individual(s) or commercial service.

b. Directly quoting from a source without the customary or proper
citation.

c. Paraphrasing or summarizing another's work without acknowledg-
ing the source.

d. Downloading material from Web sites without appropriate docu-
mentation.

Facilitating Academic Dishonesty Definition: Helping or attempting
to help another person commit an act of academic dishonesty. Examples:

a. Providing assistance to another during an exam or other assignment
in a manner not authorized by the instructor.

b. Acting as a substitute for another in any exam or any other type of
academic evaluation.

c. Providing specific information about a recently given test, exam, or
other assignment to another student who thereby gains an unfair
advantage in an academic evaluation.

d. Permitting one's academic work to be represented as the work of
another.

e. Preparing for sale, barter, or loan to another such items as unautho-
rized papers, notes, or abstracts of lectures and readings.

Abuse of Academic Materials Definition: Destroying or making
inaccessible academic resource materials. Examples:

School of Pharmacy

a. Destroying, hiding, or otherwise making unavailable for common
use library, computer, or other academic reference materials.

b. Destroying, hiding, or otherwise making unavailable another's
notes, experiments, computer programs, or other academic work.

5. Stealing Definition: Taking, attempting to take, or withholding the
property of another, thereby permanently or temporarily depriving the
owner of its use or possession. Examples:

a. Unauthorized removal of library materials, examinations, computer
programs, or any other academic materials, including obtaining
advance access to an examination through collusion with a Univer-
sity employee or otherwise.

b. Taking another's academic work, such as papers, computer pro-
grams, laboratory experiments, or research results.

6. Lying Definition: Making any oral or written statement which the
individual knows to be untrue. Examples:

a. Making a false statement to any instructor or other University
employee in an attempt to gain advantage or exception.

b. Falsifying evidence or testifying falsely, such as in a Student Griev-
ance Committee hearing.

c. Inventing or counterfeiting data, research results, research proce-
dures, internship or practicum experiences, or other information.

d. Citing a false source for referenced material/data.

III. Honor Pledge

To address the first two areas, cheating and plagiarism, the School has devel-
oped an honor pledge statement that has been used by many faculty members
to reinforce the importance of academic integrity. This pledge statement will be
used in the following manner: Work assigned for classes, clinics, internships,
and all other types of instruction offered at the School of Pharmacy may be
accomplished in either of two ways: (1) as "individual" work for which the stu-
dent will sign a pledge statement indicating that the work was completed inde-
pendently, without giving or receiving assistance from another; or (2) as
"collaborative" work, which may be completed in collaboration with others as
directed by the instructor and for which no pledge statement is required. All
work is considered to be individual work unless the instructor specifies other-
wise. For all "individual" work, instructors may require students to sign the fol-
lowing pledge statement:

"On my honor, I have neither given nor received aid on this assignment."

Student's signature: Date:

Thus, students will state that the work that was submitted is their own and
will be held accountable if evidence appears that is contrary to this statement.
Students are reminded that neither the presence nor the absence of a signed
pledge statement will allow students to violate established codes of conduct as
described above.

PharmD Academic Policy Statements

IV. Disciplinary Procedures

As stated below, the Student Discipline and Grievance Committee will be respon-
sible for implementing and monitoring aspects of this code for Doctor of Phar-
macy students. A separate set of procedures is in place for graduate students.
They should contact their graduate program director for further information.
PharmD students who are found guilty of a violation of academic integrity stan-
dards will be subject to penalties deemed appropriate by the Student Discipline
and Grievance Committee as stated in the committee's policies and procedures. It
is the committee's duty to protect honest students from being taken advantage of
by those who behave dishonestly. The committee will ensure any accused student
of certain rights: to be informed in writing of the charges, to hear evidence pre-
sented, to question witnesses, and to present witnesses. The committee shall
maintain confidentiality regarding names of persons involved in honor cases. The
principles and problems raised by cases, however, may be discussed with appro-
priate administrative and faculty representatives.

STUDENT DISCIPLINE AND GRIEVANCE COMMITTEE

I. Purpose

The Student Discipline and Grievance Committee ("committee") is established
in the School of Pharmacy to foster the self governance of the student body. The
committee hears and attempts to solve problems or complaints ("grievances")
that involve professional students. Grievances against graduate students or faculty
members are handled under separate policies and procedures.

Most grievances are brought direcdy to the committee. However, some inci-
dents involving students may be resolved outside the formal grievance process.
Students and faculty members are encouraged to consult with the director of stu-
dent services who will serve as an ombudsman for the potential grievants and
may triage the issues to appropriate parties. These initial meetings will be held in
confidence to encourage disclosure. Potential grievants (either faculty members or
students) will receive a list of options that are available to them in order to resolve
issues (see Appendix A). If desired, potential grievants may request a Preliminary
Evaluation by members of the committee (see Part IV: Preliminary Evaluation) in
order to assess whether or not the situation is grievable. Students and faculty
members may file a formal grievance with the committee at any time for issues
outlined in Section III. Grievances.

In certain situations, the dean or any of the associate deans can enforce admin-
istrative dismissal or probation for just cause in situations involving criminal
activity, potential injury to members of the School's community, or other actions
that demand an immediate action. Due to confidentiality issues, the administra-
tion may not be able to share specific details of the situation until a formal griev-
ance is filed with the committee. The committee will review these emergency
situations in a timely manner and will conduct formal hearings to determine
long-term courses of action for the accused.

52 School of Pharmacy

II. Committee Composition

The Student Discipline and Grievance Committee, a sub-committee of the Stu-
dent Affairs Committee, is composed of seven voting members: four students and
three faculty members. The student members of the committee include the Stu-
dent Government Association (SGA) president, the second- and third-year class
presidents, and the most senior student member of the Student Affairs Commit-
tee. If a grievance is made against a Nontraditional PharmD (NTPD) Pathway
student, an NTPD student will replace the most senior student member of the
Student Affairs Committee. Faculty members include the SGA faculty advisor
and the third- and fourth-year class advisors. The SGA president chairs the com-
mittee. The associate dean for student affairs serves as an ex-officio member. In
the event that a grievance is filed against an NTPD student, the NTPD pathway
director will serve as an ex-officio member of the committee.

All members of the committee must be present at formal hearings. Members of
the committee who cannot attend the hearing or must recuse themselves due to a
conflict of interest will notify the chair immediately. In the event that a committee
member cannot attend a formal hearing, the committee chair shall appoint a
replacement. Each student member of the committee unable to attend will be
replaced by an elected officer in the SGA or a member of the NTPD advisory
board. Each faculty member of the committee unable to attend will be replaced by
a faculty member, preferably a member of the Student Affairs Committee.

III. Grievances

A student, a group of students, or a faculty member ("grievant") may bring a
grievance against a student or a group of students ("respondent") for any act that
is unethical or causes injury or damage. Grievances may include, but are not lim-
ited to acts of discrimination based on race, age, gender, ethnicity, religion, sexual
orientation, marital status, physical or mental handicap; violations of academic
integrity; violations of University or School policies (see School of Pharmacy
catalog); lewd, obscene, or disruptive behavior on University premises or at
University-supervised activities; sexual harassment; threatening or abusive com-
munication to members of the University community; intentionally initiating
any false report or threat of fire, explosion, or other emergency; violations of Bal-
timore City, state, or federal law.

iV. Preliminary Evaluation

A grievance must be submitted in writing to the SGA president, the SGA advisor,
or the association dean of academic affairs. Within five days of receipt of a written
grievance, the SGA president, the SGA advisor, the associate dean for student
affairs, and either the most senior student member of the Student Affairs Commit-
tee or an NTPD student (as applicable) will review the facts presented and deter-
mine if the matter is grievable under this policy. If two or more individuals during
the preliminary evaluation believe the matter is grievable, a formal hearing will be
called by the committee chair. If the majority believes the matter is not grievable,
the associate dean for student affairs will counsel the grievant on alternatives.

PharmD Academic Policy Statements

V. Grievance Procedure

Once the grievance is determined to be grievable, the respondent will be sent a
letter from the committee chair and the associate dean of academic affairs stating:
1) that a formal grievance has been filed; 2) the deadline for submission of a writ-
ten rebuttal and a proposed date(s) for the formal hearing; and 3) advice and
counsel should be sought from the academic advisor. Along with the letter, the
respondent will be provided with a written copy of the grievance and this policy.
The respondent will be given up to 10 days to provide a written response to the
committee chair. The committee will hold a formal hearing no more than five
days after the deadline for receipt of the respondent's written response.

Prior to the hearing, the grievant's allegations and any supporting information
will be provided to the respondent for review. Likewise, the respondent's allega-
tions and evidence shall be provided to the grievant for review. The associate dean
for academic affairs will facilitate this exchange of information. If feasible, sup-
porting evidence will be made available to both parties no less than three days
before the scheduled hearing.

The formal hearing is an internal academic process; legal counsel will not be
permitted to represent either the grievant or the respondent. The grievance is pre-
sented to the committee by the grievant or by a representative of the dean's office,
in the presence of the respondent. The presenter of the grievance may call wit-
nesses to present relevant information. The witnesses supporting the grievant
may be questioned by the respondent and committee members.

The respondent has the right to refuse to appear before the committee and the
right to remain silent during the hearing. Refusal to appear will not be taken as
an admission of guilt. The respondent has the right to: 1) present a statement in
the respondent's own behalf at the hearing; 2) present witnesses having relevant
information pertaining to the grievance; and 3) present relevant evidence in the
form of written or tangible materials. The witnesses supporting the respondent
may be questioned by the grievant and committee members.

The hearings will not be open to the public. All witnesses will be excluded
from the hearing room until they are called to testify. All witnesses will be asked
to affirm that any information they are presenting, including any written materi-
als, is accurate and complete to the best of their knowledge and belief

Upon completion of the hearing, the committee will meet in closed session to
determine whether the grievance has been proven by the preponderance of the
evidence; that is, whether on the basis of the evidence, it is more likely than not
that the grievance is a correct allegation. The chair will remind the committee
that it is to be free of bias concerning all aspects of the case in question. Members
who wish to excuse themselves from the voting due to possible bias may do so.

The method of voting shall be by secret ballot. To sustain the grievance, a
majority vote of both the facult)' and student committee members is required. All
other questions before the committee may be decided by a simple majority vote.

If the vote is that a grievance is not sustained, the case is closed. A record of
the case will be kept in the committee's files until the respondent leaves the Uni-
versity. If a grievance is sustained, the committee will decide on a course of
action.

School of Pharmacy

VI. Course of Action

Following a vote sustaining a grievance against a respondent, the committee must
take one of the following courses of action:

1. Prepare a disciplinary letter stating that the respondent acted with
impropriety. This letter is not entered into the student's file but is
retained in the committee's file until the student has left the School. The
letter will be sent to the respondent within three days of the Grievance
Committee hearing. A copy of said letter will be sent to the grievant.

2. Prepare a temporary letter of censure to remain in the student's file for at
least one year. The respondent and grievant will be informed in writing
within three days of the Grievance Committee's action.

3. Prepare a letter of censure to remain in the student's file permanently.
The respondent and grievant will be informed in writing within three
days of the grievance committee's action.

4. Recommend to the Student Affairs Committee that the respondent be
placed on disciplinary probation, not to exceed one year.

5. Recommend to the Student Affairs Committee that the respondent be
suspended from the School for a period of time not to exceed one year.

6. Recommend to the Student Affairs Committee that the respondent be
dismissed from the School.

In addition to the actions stated above, the committee may place other
requirements on the respondent that relate to the case (e.g., to make restitution
or repairs when property is damaged, to seek counseling for emotional issues).

VII. Appeal to the Dean

A respondent or grievant may appeal any recommended action to the dean. The
appeal must be made in writing and must be filed in the dean's office. The appeal
should describe the basis for the appeal. The appeal must be based on new evi-
dence or relevant facts not produced in the hearing; a claim of inadequate consid-
eration of specific evidence; a claim that a rule or regulation of the University or
School applied in the case is not applicable; or a claim that the disciplinary action
is unduly severe or lenient.

After reviewing the Grievance Committee's report, the recommendation from
the Student Affairs Committee, and any appeal(s) from the respondent or griev-
ant the dean will make a final decision to accept the recommendation or remand
the matter for reconsideration to the Grievance Committee. The dean will gener-
ally make a final decision within 14 days after receiving the Student Affairs Com-
mittee's recommendation and the Grievance Committee's report. If the appeal is
denied, the dean's action is final.

VIM. Administrative Issues

1 . Once the grievance process is completed, including any appeal, a record
of the case will be kept in the dean's office. The names of the grievant
and respondent and the facts of the case will be kept strictly confidential
by members of the committee. At the end of each academic year, the
chair of the Student Affairs Committee will write an annual report sum-

PharmD Academic Policy Statements 55

marizing the activity of the Grievance Committee. The report will be
submitted to the dean and the Faculty Assembly.

2. Grievances will be handled as swiftly as possible. The times set forth in
this policy are calendar days. Due to the academic schedule, it may not
be possible to observe the usual deadlines in all cases. If there is good
cause in the opinion of the committee chair, the deadlines may be
extended for a reasonable period. Likewise, when the outcome of a mat-
ter may relate to pending academic action (e.g., graduation), deadlines
may be sooner, provided that the respondent agrees. A grievance of such
severity that it might affect the respondent's eligibility to graduate will
be considered on very short notice, with the respondent's consent. Oth-
erwise, graduation will be deferred pending resolution of the matter.

3. The committee chair may exclude from consideration repetitive or irrel-
evant evidence.

4. Some matters may involve witnesses who are not affiliated with the
School or evidence which must be obtained from parties other than the
School and its students and faculty. The School will cooperate with the
grievants and respondents in requesting that such information be
brought into grievance procedures as appropriate. Written statements
are acceptable when personal appearance is impractical. However, no
grievance process shall be terminated or abandoned due to the inability
of the School to compel the appearance of a witnesses or presentation of
evidence. A grievance will be decided on the basis of evidence presented.
Lack of witnesses or evidence will not create presumptions that the testi-
mony and evidence would be favorable to the grievant or the respon-
dent.

5. A grievance may involve facts that are the basis of criminal charges
against a respondent. The dean will consider a request by a respondent
to delay committee action, or final decision, pending the outcome of the
criminal investigation. Such requests will be granted only when consid-
ered in the best interest of the School. In cases involving felony charges
directly involving the School, suspension pending outcome of the crimi-
nal matter may be a condition of delaying the grievance process.

6. If placed on disciplinary probation, a student may not participate in
School or University sponsored extracurricular activities or serve as an
officer in any School or University organization. At the end of the disci-
plinary probation period, the student will be placed in good standing. If
suspended, the student may apply to the dean's office for reinstatement
at the end of the suspension period. A record of the disciplinary proba-
tion, suspension, or dismissal will be entered in the student's permanent
transcript and file.

7. This policy does not apply to academic status within the School.

School of Pharmacy

OPTIONS AVAILABLE TO STUDENTS AND FACULTY
REGARDING STUDENT GRIEVANCES

Students and faculty who have witnessed an action by a student that violates the
School's or University's code of conduct, have a variety of options to pursue.
Grievances may include, but are not limited to acts of discrimination based on
race, age, gender, ethnicity, religion, sexual orientation, marital status, physical or
mental handicap; violations of academic integrity; violations of University or
School policies; lewd, obscene, or disruptive behavior on University premises or
at University-supervised activities; sexual harassment; threatening or abusive
communication to members of the University community; intentionally initiat-
ing any false report or threat of fire, explosion, or other emergency; violations of
Baltimore City, state, or federal law.

Possible actions that may be taken include the following:

1. Consulting with the director of student services regarding informal reso-
lution of problems.

2. Filing a formal grievance in writing to the SGA president, the SGA advi-
sor, or the associate dean of student affairs.

3. Asking another party (student, faculty member, or administrator) to file
the grievance on your behalf if you feel that you do not want to file the
grievance but feel compelled to act in this situation.

4. Speaking at the Discipline and Grievance Committee Hearing, or if you
do not want to appear, writing a statement to be read at the hearing.

5. Seeking outside legal counsel and pursuing the case in the local or state
legal system if you feel that the situation involves criminal or civil action
against you by the accused.

OTHER SCHOOL POLICY STATEMENTS

The School has policy statements relating to other matters, e.g., posting, com-
puter use, etc., listed on the Web site www.pharmacy.umaryland.edu.

PharmD Academic Policy Statements

University of Maryland
Policy Excerpts

No provision of this publication shall be construed as a contract between any appli-
cant or student and the University of Maryland. The University reserves the right to
change any admission or advancement requirement at any time. The University
further reserves the right to ask a student to withdraw at any time when it is consid-
ered to be in the best interest of University. Admission and curriculum requirements
are subject to change without prior notice.

The University publishes the full text of the following policies and additional policies
and procedures in the Student Answer Book. Students who do not receive the Student
Answer Book each fall should call the Office of Student Services at 410-706-71 17
(Voice/TTD). The Student Answer Book is online at www.umaryland.edu/
srudent/sab/. Additional University policies are online ^/^ www.umaryland.edu/
policies.

ELIGIBILITY TO REGISTER

A student may register at the University when the following conditions are met:
(1) the student is accepted to the University, (2) the student has received approval
from the unit academic administrator, and (3) the student has demonstrated aca-
demic and financial eligibility.

FACULTY, STUDENT, AND INSTITUTIONAL RIGHTS AND
RESPONSIBILITIES FOR ACADEMIC INTEGRITY

Preamble

The academic enterprise is characterized by reasoned discussion between student
and teacher, a mutual respect for the learning and teaching process, and intellec-
tual honesty in the pursuit of new knowledge. By tradition, students and teachers
have certain rights and responsibilities which they bring to the academic commu-
nity. While the following statements do not imply a contract between the teacher
or the institution and the student, they are nevertheless conventions which
should be central to the learning and teaching process.

I. Faculty Rights and Responsibilities

A. Faculty members shall share with students and administrators the
responsibility for academic integrity.

B. Faculty members shall enjoy freedom in the classroom to discuss subject
matter rea.sonably related to the course. In turn, they have the responsi-
bility to encourage free and honest inquiry and expression on the part of
students.

58 School of Pharmacy

C. Faculty members, consistent with the principles of academic freedom,
have the responsibility to present courses that are consistent with their
descriptions in the catalog of the institution. In addition, faculty mem-
bers have the obligation to make students aware of the expectations in
the course, the evaluation procedures, and the grading policy.

D. Faculty members are obligated to evaluate students fairly, equitably, and
in a manner appropriate to the course and its objectives. Grades must be
assigned without prejudice or bias.

E. Faculty members shall make all reasonable efforts to prevent the occur-
rence of academic dishonesty through appropriate design and adminis-
tration of assignments and examinations, careful safeguarding of course
materials and examinations, and regular reassessment of evaluation pro-
cedures.

F. When instances of academic dishonesty are suspected, faculty members
shall have the responsibility to see that appropriate action is taken in
accordance with institutional regulations.

II. Student Rights and Responsibilities

A. Students share with faculty members and administrators the responsi-
bility for academic integrity.

B. Students have the right of free and honest inquiry and expression in
their courses. In addition, students have the right to know the require-
ments of their courses and to know the manner in which they will be
evaluated and graded.

C. Students have the obligation to complete the requirements of their
courses in the time and manner prescribed and to submit to evaluation
of their work.

D. Students have the right to be evaluated fairly, equitably, and in a timely
manner appropriate to the course and its objectives.

E. Students shall not submit as their own work any work which has been
prepared by others. Outside assistance in the preparation of this work,
such as librarian assistance, tutorial assistance, typing assistance or such
special assistance as may be specified or approved by the appropriate fac-
ulty members, is allowed.

F. Students shall make all reasonable efforts to prevent the occurrence of
academic dishonesty. They shall by their own example encourage aca-
demic integrity and shall themselves refrain from acts of cheating and
plagiarism or other acts of academic dishonesty.

G. When instances of academic dishonesty are suspected, students shall
have the right and responsibility to bring this to the attention of the fac-
ulty or other appropriate authority.

ill. Institutional Responsibilities

A. Constituent institutions of the University System of Maryland shall take
appropriate measures to foster academic integrity in the classroom.

B. Each institution shall take steps to define acts of academic dishonesty,
to ensure procedures for due process for students accused or suspected

University of Maryland Policy Excerpts 59

of acts of academic dishonesty, and to impose appropriate sanctions on
students found to be guilty of acts of academic dishonesty.
C. Students expelled or suspended for reasons of academic dishonesty by
any institution in the University System of Maryland shall not be
admissible to any other USM institution if expelled, or during any
period of suspension.
Approved November 30, 1989, hy the Board of Regents.

SCHEDULING OF ACADEMIC ASSIGNMENTS
ON DATES OF RELIGIOUS OBSERVANCE

It is the policy of the University of Maryland to excuse the absence(s) of students
that result from the observance of religious holidays. Students shall be given the
opportunity, whenever feasible, to make up, within a reasonable time, any aca-
demic assignments that are missed due to individual participation in religious
observances. Opportunities to make up missed academic assignments shall be
timely and shall not interfere with the regular academic assignments of the stu-
dent. Each school/academic unit shall adopt procedures to ensure implementa-
tion of this policy.

CONFIDENTIALITY AND DISCLOSURE
OF STUDENT RECORDS

It is the policy of the University of Maryland to adhere to the Family Educational
Rights and Privacy Act (Buckley Amendment). As such, it is the policy of the
University (1) to permit students to inspect their education records, (2) to limit
disclosure to others of personally identifiable information from education records
without students' prior written consent, and (3) to provide students the opportu-
nity to seek correction of their education records where appropriate. Each school
shall develop policies to ensure that this policy is implemented.

SERVICE TO THOSE WITH INFECTIOUS DISEASES

It is the policy of the University of Maryland to provide education and training to
students for the purpose of providing care and service to all persons. The institu-
tion will employ appropriate precautions to protect providers in a manner meet-
ing the patients' or clients' requirements, yet protecting the interest of students
and faculty participating in the provision of such care or service.

No student will be permitted to refuse to provide care or service to any
assigned person in the absence of special circumstances placing the student at
increased risk for an infectious disease. Any student who recuses to treat or serve
an assigned person without prior consent ot the school involved will be subject to
penalties under appropriate academic procedures, such penalties to include sus-
pension or dismissal.

60 School of Pharmacy

UNIVERSITY OF MARYLAND POSITION ON ACTS OF
VIOLENCE AND EXTREMISM WHICH ARE RACIALLY,
ETHNICALLY, RELIGIOUSLY, OR POLITICALLY MOTIVATED

The Board of Regents strongly condemns criminal acts of destruction or violence
against a person or the property of others. Individuals committing such acts at
any campus or facility of the University will be subject to swift campus judicial
and personnel action, including possible suspension, expulsion, or termination,
as well as possible state criminal proceedings.

STUDENT RESIDENCY CLASSIFICATION FOR ADMISSION,
TUITION, AND CHARGE-DIFFERENTIAL PURPOSES

I. Policy

It is the policy of the University System of Maryland Board of Regents to
recognize the categories of in-state and out-of-state students for purposes of
admission, tuition, and charge differentials at those constituent institutions
where such differentiation has been established. The student is responsible
for providing the information necessary to establish eligibility for in-state
resident status.

Students who are financially independent or financially dependent, as de-
fined herein, shall have their residency classification determined on the basis
of permanent residency which for purposes of this policy shall be deter-
mined by the criteria set forth in I.A. through E. below. A student will be as-
signed in-state status for admission, tuition, and charge-differential purposes
only if the student, or in the case of a financially dependent student, the stu-
dent's parent, guardian, or spouse, fiilfills all of the following.
A. For at least 12 consecutive months immediately prior to and including
the last date available to register for courses in the semester or session for
which the petition applies, the student, or if the student is financially de-
pendent, the parent, guardian, or spouse must:

• own and continuously occupy or rent and continuously occupy living
quarters in Maryland. There must exist a genuine deed or lease in the
individual's name reflecting payments or rents and terms typical of
those in the community at the time executed. People not having such
a lease may submit an affidavit reflecting payments or rents and terms
as well as the name and address of the person to whom payments are
made which may be considered as meeting this condition. As an alter-
native to ownership or rental of living quarters in Maryland, a student
may share living quarters in Maryland which are owned or rented and
occupied by a parent, legal guardian, or spouse;

• maintain within Maryland substantially all personal property;

• pay Maryland income taxes on all earned taxable income, including
all taxable income earned outside the state;

• receive no public assistance from a state other than Maryland or from
a city, county, or municipal agency other than one in Maryland; and

University of Maryland Policy Excerpts 6 1

• have a legal ability under federal and Maryland law to reside perma-
nently in Maryland without interruption.

B. For at least 1 1 consecutive months immediately prior to and including
the last date available to register for courses in the semester for which the
application applies, the student, or if the student is financially depen-
dent, the parent, guardian, or spouse must:

• register all owned motor vehicles in Maryland, and

• obtain a valid driver's license issued by the state of Maryland, if li-
censed to drive in any other jurisdiction.

C. Within the 12 consecutive months immediately prior to and including
the last date available to register for courses in the semester or session for
which the application applies, the student, or if the student is financially
dependent, the parent, guardian, or spouse must register to vote in
Maryland, if registered in any other jurisdiction.

D. A financially independent student classified as in-state loses that status at
such time as the student no longer meets one or more of the criteria set
forth in LA. through C above. A financially dependent student classified as
in-state loses that status at such time as the parent, guardian, or spouse on
whom the status was based no longer meets one or more of those criteria.

E. In addition, people in the following categories shall be accorded the ben-
efits of in-state status for the period in which any of the following condi-
tions apply:

• a full- or part-time (at least 50 percent) regular employee of the Uni-
versity System of Maryland

• the spouse or dependent child of a full- or part-time (at least 50 per-
cent) regular employee of the University System of Maryland

• a full-time active member of the Armed Forces of the United States
whose home of residence is Maryland or one who resides or is sta-
tioned in Maryland, or the spouse, or a financially-dependent child of
such a person

• for University of Maryland University College, a fijll-time active member
of the Armed Forces of the United States on active duty, or the spouse of
a member of the Armed Forces of the United States on active duty

• a graduate assistant appointed through the University System of
Maryland for the semester or session of the appointment. Except
through prior arrangement, status is applicable only for enrollment at
the institution awarding the assistantship

F. Students not entitled to in-state status under the preceding paragraphs
shall be assigned out-of-state status for admission, tuition, and charge-
differential purposes.

II. Procedures

A. An initial determination of in-state status will be made by the University
at the time a student's application for admission is under consideration.
The determination made at that time, and any determination made
thereafter, shall prevail for each semester or session until the determina-
tion is successfully challenged in a timely manner.

i2 School of Pharmacy

B. A change in residency status must be requested by submitting a Univer-
sity System of Maryland "Petition for Change in Residency Classification
for Admission, Tuition and Charge Differential." A student applying for a
change to in-state status must furnish all required documentation with
the petition by the last published date to register for the forthcoming se-
mester or session for which a residency classification is sought.

C. The student shall notify the institution in writing within 15 days of any
change of circumstances which may alter in-state status.

D. In the event incomplete, false, or misleading information is presented,
the institution may, at its discretion, revoke in-state status and take other
disciplinary actions provided for by the institution's policy. If in-state sta-
tus is gained due to false or misleading information, the University re-
serves the right to retroactively assess all out-of-state charges for each
semester or session affected.

E. Each institution of the University System of Maryland shall develop and
publish additional procedures to implement this policy. Procedures shall
provide that on request the president or designee has the authority to
waive any residency criterion as set forth in section I, if it is determined
that application of the criterion creates an unjust result. These proce-
dures shall be filed with the Office of the Chancellor.

III. Definitions

A. Financially Dependent: For purposes of this policy, a financially depen-
dent student is one who is claimed as a dependent for tax purposes, or
who receives more than one-half of his or her support from a parent,
legal guardian, or spouse during the 12-month period immediately
prior to the last published date for registration for the semester or ses-
sion. If a student receives more than one-half of his or her support in
the aggregate from a parent, legal guardian, or spouse, the student shall
be considered financially dependent on the person providing the
greater amount of support. The dependent relationship must have for-
mally existed by legally contracted marriage or court order recognized
under the laws of the state of Maryland for at least 12 consecutive
months immediately prior to and including the last date available to
register for courses in the semester or session for which the petition
applies.

B. Financially Independent: A financially independent student is one who
(a) declares himself or herself to be financially independent as defined
herein, (b) does not appear as a dependent on the federal or state income
tax return of any other person, (c) receives less than one-half of his or her
support from any other person or people, and (d) demonstrates that he
or she provides through self-generated support one-half or more of his or
her total expenses.

C. Parent: A parent may be a natural parent, or if established by a court order
recognized under the laws of the state of Maryland, an adoptive parent.

D. Guardian: A guardian is a person so appointed by a court order recog-
nized under the laws of the state of Maryland.

University of Maryland Policy Excerpts 63

E. Spouse: A spouse is a partner in a legally contracted marriage as recog-
nized under the laws of the state of Maryland.

F. Self-generated: Describes income which is derived solely from compen-
sation for an individual's own efforts as evidenced, for example, by fed-
eral or state W-2 forms or IRS Form 1099, in which interest income is
based upon finances created from one's own efforts. For the purposes of
this policy, grants, stipends, awards, benefits, loans, and gifts (including
federal and state aid, grants, and loans) may not be used as self-generated
income.

G. Regular Employee: A regular employee is a person employed by the Uni-
versity System of Maryland who is assigned to a state budget line. Exam-
ples of categories not considered regular employees are graduate assis-
tants, contingent employees, if-and-when-needed, and temporaries.

Approved by the University System of Maryland Board of Regents, Aug. 28, 1990;
amended Nov. 27, 2000.

STUDENT RIGHT-TO-KNOW AND^CAMPUS SECURITY ACT

The Student Right- to-Know and Campus Security Act (Public Law 101 542),
signed into federal law Nov. 8, 1990, requires that the University of Maryland
make readily available to its students and prospective students the information
listed below. Should you wish to obtain any of the following information, send
your name, address, school, and program, and a listing of the items of interest to:

Office of Student Services

Attention: Student Right-to-Know Request

University of Maryland

621 W. Lombard St., Room 302

Baltimore, MD 21201

• Financial Aid

• Costs of Attending the University of Maryland

• Refund Policy

• Facilities and Services for Students with Disabilities

• Procedures for Review of School and Campus Accreditation

• Completion and Graduation Rates for Undergraduate Students

• Loan Deferral Under the Peace Corps and Domestic Volunteer Services
Act

• Campus Safety and Security

• Campus Crime Statistics

• Student Sexual Orientation Nondiscrimination

School of Pharmacy

STUDENT SEXUAL ORIENTATION NONDISCRIMINATION

I. Background

Effective July 11, 1997, the University System of Maryland Board of
Regents specifically prohibited discrimination against students on the basis
of sexual orientation in academic admissions, financial aid, educational
services, housing, student programs and activities, and recruitment. The
board reserved the right to enforce or comply with any federal or state law,
regulation or guideline, including conditions for the receipt of federal fund-
ing. This University reiterates its commitment to the most fundamental
principles of academic freedom, equality of opportunity, and human dignity
by requiring that treatment of its students and applicants for admission be
based on individual abilities and qualifications and be free from invidious
discrimination.

11. Related Employment Policy

University students who are also University employees should be aware of the
"Employee Sexual Orientation Nondiscrimination Policy and Procedures."

III. Definition

Sexual orientation is the identification, perception, or status of an individual
as to homosexuality, heterosexuality, or bisexuality.

iV. Policy

Consistent with USM's policy, it is this University's policy that:

• within the University, the educational environment will be free of dis-
crimination on the basis of sexual orientation, and

• University students are prohibited from discriminating on the basis of
sexual orientation against fellow students. University personnel, and
other people with whom the students interact during the course of their
educational experiences both on- and off-campus. Students may be disci-
plined for violation of this policy.

University of Maryland Policy Excerpts

Administration and Faculty

University System of Maryland

William E. Kirwan, PhD, Chancellor

Board of Regents

Clifford M. Kendall, Chairman

Admiral Charles R. Larson (USN Ret.), Vice Chairman

Thomas B. Finan Jr.

Patricia S. Florestano

Nina Rodale Houghton

Richard E. Hug

Orlan M. Johnson

Gov. Marvin Mandel

Robert L. Mitchell

David H. Nevins

A. Dwight Pettit

Robert L. Pevenstein

The Honorable Lewis R. Riley, ex officio

The Hon. James C. Rosapepe

The Hon. Joseph D. Tydings

William T Wood

D. Philip Shockley, Student Regent

University of Maryland Administrative Officers

David J. Ramsay, DM, DPhil, President

T Sue Gladhill, MSW, Vice President, External Affairs

James T Hill, Jr., MPA, Vice President, Administration and Finance

James L. Hughes, Jr., MBA, Vice President, Research and Development

Peter J. Murray, PhD, Vice President, Information Technology and Chief

Information Officer
Malinda B. Orlin, PhD, Vice President, Academic Affairs
Donald E. Wilson, MD, MACP Vice President, Medical Affairs

University of Maryland Academic Deans

Janet D. Allan, PhD, RN, CS, FAAN, School of Nursing
Jessie J. Harris, PhD, School of Social Work
David A. Knapp, PhD, School of Pharmacy
Malinda B. Orlin, PhD, Graduate School
Karen H. Rothenberg, JD, MPA, School of Law
Christian S. Stohler, DMD, DrMedDent, Dental School
Donald E. Wilson, MD, MACP School of Medicine

University of Maryland Medical System

Edmond F. Notebacrt, President and Chief Executive Officer*

'Effective September 2003

66 School of Pharmacy

SCHOOL OF PHARMACY

Administration

David A. Knapp, PhD, Dean and Professor, Pharmaceutical Health Services Research

Robert S. Beardsley, PhD, Associate Dean, Student Affairs; Professor, Pharma-
ceutical Health Services Research

William Cooper, MBA, Associate Dean, Administration and Finance

Russell J. DiGate, PhD, Associate Dean, Research and Graduate Education;
Professor, Pharmaceutical Sciences

R. Gary Hollenbeck, PhD, Associate Dean, Academic Affairs; Professor, Pharma-
ceutical Sciences

Cynthia Boyle, PharmD, Director, Continuation Studies; Assistant Director,
Experiential Learning; Assistant Professor, Pharmacy Practice and Science

Margaret Hayes, MS, Director, Student Educational Services and Outreach

Mary Joseph Ivins, Director, Business Services

Tim Munn, BS, Director, Computer and Network Services

Deborah D. Neels, JD, Assistant to the Dean

Richard E. Rumrill, MS, Director, Experiential Learning; Assistant Professor,
Pharmacy Practice and Science

Frances Stitchel, BS, Associate Director of Development

Mimi Wasti, BS, Executive Administrative Assistant to the Dean

Board of Visitors Martin B. Mintz, PD, FASCP

Robert Adams, MS James A. Miller, PD

John H. Balch, RPh Richard P Penna, PharmD, Chair

Alan Cheung, PharmD, MPH Robert G. Pinco, JD

Paul T. Cuzmanes, JD, PhD Gordon Sato, PhD

Leonard J. DeMino, RPh David R. Savello, PhD

Russell B. Fair, RPh Stephen C. Schimpfif, MD

John M. Gregory, RPh Matthew Shimoda, PharmD

William M. Heller, PhD Alex Taylor, BSP

Robert Henderson, PD David R. Teckman

Donald M. Kirson George C. Voxakis, PharmD

Calvin Knowlton, PhD Clayton L. Warrington, BSP

Henri Manasse, PhD Ellen Yankellow, PharmD

Faculty

Alfred Abramson, BSP, RPh, Community Pharmacy and Pharmacy Manage-
ment, University of Maryland; Director, Pharmacy Practice Laboratory; Assis-
tant Professor, Pharmacy Practice and Science.

Bruce D. Anderson, PharmD, DABAT, Clinical Toxicology, Philadelphia Col-
lege of Pharmacy and Science; Director of Operations, Maryland Poison Cen-
ter; Associate Professor, Pharmacy Practice and Science.

Larry L. Augsburger, PhD, RPh, Pharmaceutics, University of Maryland;
Shangraw Professor of Industrial Pharmacy and Pharmaceutics; Professor,
Pharmaceutical Sciences.

Administration and Faculty 67

Omar Badawi, PharmD, Cardiology, Unversity of the Pacific; Assistant Profes-
sor, Pharmacy Practice and Science.

Adrian H. Batchelor, PhD, Molecular Biology, Institute of Cancer Research,
London University, London, England; Assistant Professor, Pharmaceutical
Sciences.

Kenneth S. Bauer, Jr., PhD, PharmD, RPh, Clinical Pharmacology, University
of Pittsburgh; Assistant Professor, Pharmacy Practice and Science.

Robert S. Beardsley, PhD, RPh, Pharmacy Administration, University of Min-
nesota; Associate Dean, Student Affairs; Professor, Pharmaceutical Health
Services Research.

Rachel A. Bongiorno, PharmD, Drug Information Services, Northeastern Uni-
versity; Director, Drug Information Center, Assistant Professor, Pharmacy
Practice and Science.

Cynthia Boyle, PharmD, University of Maryland; Director, Continuation Stud-
ies; Assistant Director, Experiential Learning; Assistant Professor, Pharmacy
Practice and Science.

Nicole Brandt, PharmD, CGP, Geriatrics, University of Maryland; Assistant
Professor, Pharmacy Practice and Science.

Becky Briesacher, PhD, University of Maryland; Research Assistant Professor,
Pharmaceutical Health Services Research.

Gary G. Buterbaugh, PhD, Pharmacology and Toxicology, University of Iowa;
Professor, Pharmaceutical Sciences.

Andrew Coop, PhD, Opioid Chemistry, University of Bristol, England; Asso-
ciate Professor, Pharmaceutical Sciences.

Richard N. Dalby, PhD, Pharmaceutics and Drug Delivery, University of Ken-
tucky; Professor and Vice Chair, Pharmaceutical Sciences.

Russell J. DiGate, PhD, Molecular Biology, University of Rochester; Associate
Dean, Research and Graduate Education; Professor, Pharmaceutical Sciences.

Bethany DiPaula, PharmD, BCPP, Psychiatry, University of Maryland; Assistant
Professor, Pharmacy Practice and Science.

Thomas C. Dowling, PhD, PharmD, Clinical Pharmaceutical Science and
Nephrology, University of Pittsburgh; Assistant Professor, Pharmacy Practice
and Science.

Natalie D. Eddington, PhD, Pharmacokinetics, University of Maryland; Profes-
sor, Pharmaceutical Sciences.

Donald O. Fedder, DrPH, BSP Health Promotion and Disease Prevention, The
Bloomberg School of Public Health, Johns Hopkins University; Professor,
Pharmaceutical Health Services Research.

Hamid Ghandehari, PhD, Pharmaceutics/Novel Drug Delivery Systems, Uni-
versity of Utah; Associate Professor, Pharmaceutical Sciences.

Ronald D. Guiles, PhD, Physical Chemistry, University of California at Berke-
ley; Associate Professor, Pharmaceutical Sciences.

Stuart T, Haines, PharmD, BCPS, CDE, CACP FASHP Ambulatory Care,
University of Texas at Austin and University of Texas Health Science Center at
San Antonio; Professor, Pharmacy Practice and Science.

68 School of Pharmacy

Jun Hayashi, PhD, Cell Biology, University of Connecticut; Associate Professor,
Pharmaceutical Sciences.

Stephen W. Hoag, PhD, Pharmaceutics, University of Minnesota; Associate Pro-
fessor, Pharmaceutical Sciences.

R. Gary Hoilenbeck, PhD, Pharmaceutics, Curriculum Design and Assessment,
Pharmaceutics, Drug Delivery, FDA and Regulatory Issues, Purdue Univer-
sity; Associate Dean, Academic Affairs; Professor, Pharmaceutical Sciences.

Robert A. Kerr, PharmD, RPh, Ambulatory Pharmacotherapy and Instructional
Systems Design, University of California, San Francisco; Professor and Vice
Chair, Pharmacy Practice and Science.

Kwang Chul Kim, PhD, Pharmacology, Ohio State University; Professor, Phar-
maceutical Sciences.

Wendy Klein-Schwartz, PharmD, MPH, Clinical Toxicology, University of
Maryland; Coordinator, Research and Education, Maryland Poison Center;
Associate Professor, Pharmacy Practice and Science.

David A. Knapp, PhD, RPh, Pharmacy Administration, Purdue University;
Dean and Professor, Pharmaceutical Health Services Research.

Cherokee Layson-Wolf, PharmD, Community Pharmacy, University of Mary-
land; Assistant Professor, Pharmacy Practice and Science.

I. James, Lee, PhD, University of Pennsylvania; Research Assistant Professor,
Pharmaceutical Sciences.

Zhiyu Li, PhD, University of Maryland; Research Assistant Professor, Pharma-
ceutical Sciences.

Erik R Lillehoj, PhD, Immunology, Wayne State University School of Medi-
cine; Research Assistant Professor, Pharmaceutical Sciences.

Raymond C. Love, PharmD, BCPP ¥ASHP, Mental Health, University of
Maryland; Director, Mental Health Program; Associate Professor, Department
of Psychiatry; Professor and Vice-Chair, Pharmacy Practice and Science.

Alexander D. MacKerell, Jr., PhD, Biochemistry, Rutgers University; Associate
Professor, Pharmaceutical Sciences.

Mary Lynn McPherson, PharmD, BCPS, CDE, Pain Management, Pallative
Care, and Ambulatory Care and Anticoagulation Therapy, University of
Maryland; Associate Professor, Pharmacy Practice and Science.

Robert J. Michocki, PharmD, BCPS, Ambulatory Care and Geriatrics, Univer-
sity of Maryland; Professor and Chair, Pharmacy Practice and Science.

David B. Moore, MPA, RPh, Health Care Management, Cornell University;
Assistant Professor, Pharmacy Practice and Science.

J. Edward Moreton, PhD, RPh, Pharmacology, University of Mississippi; Pro-
fessor, Pharmaceutical Sciences.

Jill A. Morgan, PharmD, BCPS, Pediatrics, University of Illinois at Chicago;
Assistant Professor, Pharmacy Practice and Science.

C. Daniel MuUins, PhD, Pharmacoeconomics, Duke University, Professor and
Chair, Pharmaceutical Health Services Research.

Jason M. Noel, PharmD, Rutgers University; Assistant Professor, Pharmacy
Practice and Science.

Administration and Faculty 69

Francis B. Palumbo, PhD, RPh, Health Care Pohcy and Reform, University of
Mississippi; JD, University of Baltimore Law Center; Director, Center on
Drugs and Public Policy; Professor, Pharmaceutical Health Services Research.

Karen I. Plaisance, PharmD, RPh, BCPS, Pharmacokinetics and Infectious Dis-
eases, State University of New York at Buffalo; Associate Professor, Pharmacy
Practice and Science.

James E. Polli, PhD, RPh, Pharmaceutics, University of Michigan; Associate
Professor, Pharmaceutical Sciences.

FrancoiseG. Pradel, PhD, Health Policy and Administration, University of North
Carolina at Chapel Hill; Director, Pharmaceutical Health Services Research
Graduate Program, Assistant Professor, Pharmaceutical Health Services Research.

Magaly Rodriguez de Bittner, PharmD, RPh, BCPS, CDE, Ambulatory Care,
Community Pharmacy Practice, Diabetes Management, University of Puerto
Rico, University of Maryland; Associate Professor, Pharmacy Practice and
Science.

David S. Roflman, PharmD, RPh, BCPS, Cardiovascular Therapeutics, Univer-
sity of Maryland; Professor, Pharmacy Practice and Science.

Gerald M. Rosen, PhD, JD, Chemistry, Clarkson College of Technology; JD,
Duke University School of Law; Emerson Professor, Pharmaceutical Sciences.

Richard Rumrill, MS, FASHP, Pharmacy, University of Florida; Director, Expe-
riential Learning; Assistant Professor, Pharmacy Practice and Science.

Paul Shapiro, PhD, Pharmacology/Signal Transduction, University of Vermont
College of Medicine; Assistant Professor, Pharmaceutical Sciences.

Fadia Shaya, PhD, University of Maryland; Research Assistant Professor, Phar-
maceutical Health Services Research.

Linda Simoni-Wastiia, PhD, Drug Abuse and Addiction, Brandeis University;
Research Associate Professor, Pharmaceutical Health Services Research.

Gary H. Smith, PharmD, FASHP FCCP Drug Information and Infectious Dis-
eases, University of California; Professor, Pharmacy Practice and Science.

Rakesh Srivastava, PhD, Cancer Biology, University of Guelph, Ontario,
Canada; Assistant Professor, Pharmaceutical Sciences.

Bruce C. Stuart, PhD, Economics, Washington State University; Parke-Davis
Professor; Director of the Peter Lamy Center on Drug Therapy and Aging,
Pharmaceutical Health Services Research.

Deborah Sturpe, PharmD, Ambulatory Care and Family Medicine, University
of North Carolina Chapel Hill; Assistant Professor, Pharmacy Practice and
Science.

Daniel J. Sussman, PhD, Biochemistry, Johns Hopkins University; Research
Assistant Prolessor, Pharmaceutical Sciences.

Peter Swaan, PhD, Cell Biology, Univesity of Utrecht, Netherlands; Associate
Professor, Pharmaceutical Sciences.

Anthony C. Tommasello, PhD, RPh, Substance Abuse and Chemical Depen-
dence, University of Maryland; Director, Office of Substance Abuse Studies;
Associate Professor, Pharmaceutical Health Services Research.

James A. Trovato, PharmD, BS, RPh, BCOP Hematology and Oncology, Pur-
due University; Assistant Professor, Pharmacy Practice and Science.

70 School of Pharmacy

Mona Tsoukleris, PharmD, BCPS, Ambulatory Care and Asthma Management,
University of Maryland; Clinical Assistant Professor, Department of Pedi-
atrics, University of Maryland School of Medicine; Associate Professor, Phar-
macy Practice and Science.

Ashiwel S. Undie, PhD, Neuropharmacology and Pharmacogenomics, the Med-
ical College of Pennsylvania; Associate Professor, Pharmaceutical Sciences.

Jia Bel Wang, PhD, Pharmacology and Experimental Therapeutics, University
of Maryland; Associate Professor, Pharmaceutical Sciences.

Myron Weiner, PhD, RPh, Pharmacology and Toxicology, University of Mary-
land; Director, Educational Program Initiatives; Associate Professor, Pharma-
ceutical Sciences.

Sheila R. Weiss, PhD, Epidemiology, Johns Hopkins University; Associate Pro-
fessor, Pharmaceutical Health Services Research.

Angela Wilks, PhD, Biochemistry, University of Leeds, England; Associate Pro-
fessor, Pharmaceutical Sciences.

Catherine B. Willmore, PhD, RPH, Medical College of Virginia; Instructor and
Research Specialist, Pharmaceutical Sciences.

Jeremy Wright, PhD, RPh, Biomedicinal Chemistry, University of London; Pro-
fessor Emeritus, Pharmaceutical Sciences.

Julie Magno Zito, PhD, Social and Behavioral Pharmacy, University of Min-
nesota; Associate Professor, Pharmaceutical Health Services Research.

Uene H. Zuckerman, PharmD, RPh, Geriatrics and Ambulatory Care, University
of Maryland; Associate Professor, Pharmaceutical Health Services Research.

Adjunct Faculty

Nicholas Bachur, MD, PhD, Affiliate Professor, Pharmaceutical Sciences

Debra Banville, PhD, Assistant Professor, Pharmaceutical Sciences

Regina F. Bento, PhD, Associate Professor, Pharmacy Practice and Science

Gregory A. Burkhart, MD, Professor, Pharmacy Practice and Science

Jean L Cadet, MD, Professor, Pharmaceutical Sciences

Yale H. Caplan, PhD, Professor, Pharmaceutical Sciences

C. JelleflF Carr, PhD, Professor, Pharmaceutical Sciences

Keith K, Chan, PhD, Affiliate Professor, Pharmaceutical Sciences

Harold E. Chappelear, LLD (Hon.), Assistant Professor, Pharmacy Practice and

Science
Alan Cheung, PharmD, Assistant Professor, Pharmacy Practice and Science
Ho Chung, PhD, Affiliate Professor, Pharmaceutical Sciences
Louis E. Cobuzzi, MS, Assistant Professor, Pharmacy Practice and Science
Robert R. Conley, MD, Assistant Professor, Pharmacy Practice and Science
Catherine E. Cooke, PhD, Assistant Professor, Pharmacy Practice and Science
John, Coster, PhD, Affiliate Professor, Pharmacy Practice and Science
Alan S. Cross, MD, Associate Professor, Pharmaceutical Sciences
Wesley W Day, PhD, Assistant Professor, Pharmaceutical Sciences
Mark A. DeCoster, PhD, Assistant Professor, Pharmaceutical Sciences
Robert Edelman, MD, Associate Professor, Pharmaceutical Sciences
John Fader, JD, Assistant Professor, Pharmacy Practice and Science

Administration and Faculty

William D. Figg, PharmD, Assistant Professor, Pharmacy Practice and Science

Michael J. Fossler, PharmD, Professor, Pharmaceutical Sciences

Raymond F. Genovese, PhD, Assistant Professor, Pharmaceutical Sciences

Lee T. Grady, PhD, Professor, Pharmaceutical Sciences

Peter L. Gutierrez, PhD, Assistant Professor, Pharmaceutical Sciences

Ajaz S. Hussain, PhD, Assistant Professor, Pharmaceutical Sciences

Sari E. Izenwasser, PhD, Assistant Professor, Pharmaceutical Sciences

Thomas N. Julian, PhD, Affiliate Professor, Pharmaceutical Sciences

James W. King, PhD, Assistant Professor, Pharmaceutical Sciences

Michael E. Kleinberg, MD, PhD, Assistant Professor, Pharmaceutical Sciences

Richard Kline, PhD, Affiliate Professor, Pharmaceutical Sciences

Harvey J. Kupferberg, PhD, Associate Professor, Pharmaceutical Sciences

Gil Lee, PhD, Assistant Professor, Pharmaceutical Sciences

Gilbert J. L'ltalien, PhD, Affiliate Professor, Pharmacy Practice and Science

Henri R. Manasse, PhD, Assistant Professor, Pharmacy Practice and Science

Keith Marshall, PhD, Assistant Professor, Pharmaceutical Sciences

Antonia Mattia, PhD, Affiliate Assistant Professor, Pharmaceutical Sciences

Dev K. Mehra, PhD, Associate Professor, Pharmaceutical Sciences

Ketan A. Mehta, PhD, Professor, Pharmaceutical Sciences

Frank Milio, MS, Assistant Professor, Pharmaceutical Sciences

Nouman A. Muhammad, PhD, Associate Professor, Pharmaceutical Sciences

Francis X. Muller, PhD, Professor, Pharmaceutical Sciences

Gregory F. Payne, PhD, Professor, Pharmaceutical Sciences

Eleanor M. Perfetto, PhD, Associate Professor, Pharmaceutical Health Services

Research
Robert G. Pinco, JD, Professor, Pharmacy Practice and Science
Stephen C. Piscitelli, PharmD, Associate Professor, Pharmacy Practice and Science
Dennis A. Pitta, PhD, Assistant Professor, Pharmacy Practice and Science
David G. Pope, PhD, Professor, Pharmaceutical Sciences
Stuart C. Porter, PhD, Afifihate Associate Professor, Pharmaceutical Sciences
Govind Rao, PhD, Associate Professor, Pharmaceutical Sciences
George E. Reier, PhD, Professor, Pharmaceutical Sciences
Singh, Rekhi, PhD, Professor, Pharmaceutical Sciences
Beatriz de Avilez Rocha, PhD, Assistant Professor, Pharmaceutical Sciences
Evelyn M. Rodriguez, MD, MPH, Affiliate Associate Professor, Pharmacy Prac-
tice and Science
Edward M. Rudnic, PhD, Assistant Professor, Pharmaceutical Sciences
Gordon H. Sato, PhE^, Assistant Professor, Pharmaceutical Sciences
Rajen D. Shah, PhD, Professor, Pharmaceutical Sciences
Leon Shargel, PhD, Professor, Pharmaceutical Sciences

Ya-Chen Tina Shih, PhD, Assistant Professor, Pharmacy Practice and Science
Michael G. Simic, PhD, Professor, Pharmaceutical Sciences
Quentin R. Smith, PhD, Assistant Professor, Pharmaceutical Sciences
Byong J. Song, PhD, Associate Professor, Pharmaceutical Sciences
Harold C. Standiford, ML^, Assistant Professor, Pharmacy Practice and Science
Frank C, Tortella, PhD, Affiliate Associate Professor, Pharmaceutical Sciences

School of Pharmacy

I

David Young, PharmD, Associate Professor, Pharmaceutical Sciences
Lawrence X. Yu, PhD, Assistant Professor, Pharmaceutical Sciences
S. William Zito, PhD, Professor, Pharmaceutical Sciences

Clinical Faculty

Clinical Professor

Thomas Sisca, PharmD, Shore Health System

Clinical Associate Professor

Daniel Ashby, MS, The Johns Hopkins Hospital and Health System
Karim Calis, PharmD, National Insitute of Health Clinical Center
Carlton K. Lee, PharmD, The Johns Hopkins Hospital and Health System
David Mays, PharmD, Shire Pharmaceutical Development, Inc.
Dorothy L. Smith, PharmD, Consumer Health Information Corporation
Phillip Weiner, PharmD, Weiner's Home Health Care
Donald K. Yee, BSP, Kaiser Permanente

Clinical Assistant Professor

Stephen J. Adamczyk, BSP, Giant Pharmacy

Virna I. Almuete, BSP, The Johns Hopkins Hospital and Health System

Virginia L. Apyar, BSP, Happy Harry's Pharmacy

Susan Arnold, PharmD, The Johns Hopkins Hospital and Health System

Hector Ayu, MBA, Safeway Pharmacy

Lee Barker, MBA, Safeway Pharmacy

Robert W. Barth, BSR CVS Pharmacy

Phyllis Bartilucci, MS, Civista Medical Center

Edward D. Bashaw, PharmD, Food and Drug Administration

Megan E. Bayliff, PharmD, Christiana Care Health System

Richard Baylis, BSP, Levindale Hebrew Geriatric Center

Trent Beach, PharmD, Christiana Care Health System

Gerald Beachy, BSP, Beachy's Pharmacy

Michael J. Beatty, BSP, Fallston Pharmacy

David Becker, BSP CVS Pharmacy

John Beclunan, BSP, Beckman Greene Street Pharmacy

Gail M. Bell, BSP Rite Aid Pharmacy

Robert Berg, PharmD, VA Medical Center

Michael Berndt, MS, Walter Reed Army Medical Center

Francis A. Bianco, BSP Target Pharmacy

Stephen, Bierer, BSP Wal-Mart Pharmacy

Alisa E. Billington, BSP Woodhaven Pharmacy

Mary C. Binghay, PharmD, Shady Grove Adventist Hospital

Deborah A. Blamble, PharmD, The Johns Hopkins Hospital and Health System

Frank Blatt, PharmD, Oak Dale Pharmacy

Ruth Blatt, BSP NeighborCare Pharmacies, Inc.

Michael N. Blazejak, BSP, Franklin Square Hospital

Administration and Faculty

Barry Bloom, BSP, Giant Pharmacy

Sandra A Boehm, BSP, Rite Aid Pharmacy

Thomas Bolt, BSR The Medicine Shoppe

John Braaten, BSP, Twin Knolls Pharmacy

Lynette Bradley-Baker, PhD, CVS Pharmacy

Thomas Brenner, BSP, York Hospital

James L. Bresette, PharniD, Indian Health Service Office of Public Health

Barry Bress, MHA, NeighborCare Pharmacies, Inc.

Jeffrey Brewer, PharmD, The Johns Hopkins Hospital and Health System

Eric L. Brooks, BSP, Wal-Mart Pharmacy

Keith Broome, BSP, Pharmacare of Cumberland

Brian D. Buck, PharmD, University of Maryland Medical System

Kathleen Burke, BSP, NeighborCare Pharmacies

Patrick Burke, BSR Chestnut AID Pharmacy

Royce A. Burruss, MBA, MAMSI

Alvin Burwell, PharmD, Alexandria Pharmacy

Demetris M. Butler, PharmD, Laurel Regional Hospital

Sherry L. Butler, BSP, Metro Pharmacy

Kevin Callahan, PharmD, Shore Health System

Kelly Cantwell-McNelis, PharmD, Christiana Care Health System

Bruce Cao, PharmD, Advancis Pharmaceutical Corporation

Thomas P. Cargiulo, PharmD, University of Maryland Drug Treatment Center

Mark Chamberlain, PharmD, University of Maryland Drug Information Service

Leo Chan, BSP, Food and Drug Administration

Shannon Chan, PharmD, University of Maryland Medical System

Norman Chanaud, PharmD, Wal-Mart Pharmacy

Robert Chang, BSP, Maryland Department of Health & Mental Hygiene

Sherry Chang, PharmD, MAMSI

Kevin J. Chappie, PharmD, Shore Health System

David R. Chason, MBA, MedStar Health

David Chen, BSP, Shady Grove Adventist Hospital

William R. Chester, PharmD, Safeway Pharmacy

Renu Chhabra, PharmD, Food and Drug Administration

Fred Choy, MS, Millenia Healthcare Corporation

Eugene R. Cierniak, PharmD, Christiana Care Health System

John S. Clark, PharmD, The Johns Hopkins Hospital and Health System

Nancy Clark, PharmD, University of Maryland School of Pharmacy

Gerald Cohen, BSP, Walgreen's

Marybeth Cole, BSP, Happy Harry's Pharmacy

Tovonnia W. Collins, PharmD, NeighborCare Pharmacies, Inc.

Kimberly A. Compton, BSP, Food and Drug Administration

Gary W. Cook, PharmD, Walgreen's

Deborah B. Cooper, PharmD, Advance PCS

Teresa E. Corbo, PharmD, Christiana Care Health System

Nicholas Cornias, BSP, Rite Aid Pharmacy

Rosaly Correa De Araujo, PhD, American Society of Consultant Pharmacists

74 School of Pharmacy

Kimberly B. Couch, PharmD, Christiana Care Health System

James M. Crable, BSP, Finan Center

Judy L. Grain, PharmD, Shore Health System

Daniel Crerand, BSR Family Health Apothecary, Inc.

Terry Crovo, BSP, Ensign Pharmacy at Good Samaritan Hospital

Wayne Crowley, BSP, Giant Pharmacy

Lauren M. Danese, PharmD, Christiana Care Health System

Malinda Darber, PharmD, Eckerd Pharmacy

Wilbert Darwin, PharmD, Indian Health Service

Dinesh V. Dave, MS, Shoppers Pharmacy

Morrell C. Delcher, MBA, Mercy Medical Center

Karl D. Dickson, BSR CVS Pharmacy

Teresa DiRenzo Berkowicz, PharmD, University of Maryland Medical System

Robert Dombrowski, PharmD, VA Medical Center

Joseph Dorsch, Jr., MBA, Voshell's Pharmacy

Charles R. Downs, PharmD, Washington County Hospital

Patricia Draper, BSP, Edwards Pharmacy

Leilani D. Drayer, BSR Whitesell's Pharmacy

Janice Dunsavage, MAS, Pinnacle Health Hospitals

Chi Duong, PharmD, Santa Fe Indian Hospital

Quynh N. Duong, PharmD, Y & S Pharmacy Services

Aaron Eaton, PharmD, Advance ParadigM Clinical Services

Jeffrey Edwards, BSP, Greater Baltimore Medical Center

Michael S. Edwards, PharmD, The Johns Hopkins Hospital

Deborah J. Ehart, PharmD, Eckerd Pharmacy

Eugene Erb, PharmD, Shore Memorial Hospital

Barbara Ertle, MS, St. Joseph Medical Center

Michael J. Evanko, BSP, VA Medical Center

Karla D. Evans, BSR Children's National Medical Center

Mark Ey, BSP, NeighborCare Pharmacies, Inc.

Darlene Fahrman, BSP, Wal-Mart Pharmacy

Jeffrey C. Farace, BSR The Medicine Shoppe

Samia H. Farah, BSR VA Medical Center

Cynthia Feinberg, BSP, Rite Aid Pharmacy

Madeline Feinberg, PharmD, Chase Braxton Clinic

Richard Fejka, MS, National Institute of Health Clinical Nuclear Pharmacy

PhUip Fiastro, BSR Weis Pharmacy

Burt Finkelstein, PharmD, Cardinal Health, Automation and Information

System
Michelle Forrest-Smith, PharmD, CuraScript Pharmacy
Shonda A. Foster, PharmD, Johns Hopkins HealthCare LLC
Aliya Fouzi, PharmD, University of Maryland Medical System
Anthea Francis, BSR The Johns Hopkins Hospital and Health System
Catherine E. Fronc, PharmD, Kaiser Permanente
Albert T. Fuch, Jr., BSR Weis Pharmacy
Robert J. Fuentes, MS, Medlmmune, Inc.

Administration and Faculty

Christopher J. Gallagher, PharmD, VA Medical Center

Howard J. Gampel, BSP, The Medicine Shoppe

Robin Garner-Smith, PharmD, Care Apothecary

Nahid Gazy, PharmD, MAMSI

Valerie J. George, BSP, Weis Pharmacy

David Gerrold, BSP, Giant Pharmacy

Robert Gerstein, BSP, Weis Pharmacy

Sandra Geyser, BSP, University of Maryland Medical System

Mary Giesey, MBA, North Arundel Hospital

Nancy Gilbert-Taylor, BSP, Fuller Medical Center Pharmacy

John R. Gleespen, PharmD, Hunt Valley Pharmacy

Donald J. Glenn, MPH, The Johns Hopkins Hospital and Health System

Harvey Goldberg, BSP, Freedom Drug

Barbara J. Goldman, BSP, Center for Health Information

Barry Goldspiel, PharmD, National Institute of Health Clinical Center

Alan Goldstein, BSP, NeighborCare Pharmacies, Inc.

Thomas Goolsby, BSP, Weis Pharmacy

Bruce M. Gordon, PharmD, Premier, Inc.

Charles Graefe, BSP, Giant Pharmacy

Patricia E. Grunwald, PharmD, Frederick Memorial Hospital

Maria T. Guintu, BSP CVS Pharmacy

Karl F. Gumpper, BSP, Children's National Medical Center

Douglas Haggerty, BSP, Target Pharmacy

Lisa J. Hahn, BSP, OptionCare Enterprises, Inc.,

Cynthia J. Halas, PharmD, VA Medical Center

Natalie Hall, PharmD, National Naval Medical Center

Mayer Handleman, BSP, NeighborCare Pharmacies, Inc.

Jon Hann, BSP CVS Pharmacy

Michael C. Hawk, BSP, Sam's Club Pharmacy

Elham Hekmat, PharmD, Shady Grove Adventist Hospital

Frank Henderson, Jr., BSP, Klein's Pharmacy

Peggy Dimetra Papageorge Henkle, BSP, Weis Pharmacy

Gerard Herpel, BSP, Deep Creek Pharmacy

Andrea Hershey, PharmD, Union Memorial Hospital

William A. Hess, BSP, Food and Drug Administration

William Hill, BSP Hill's Drug Store

Flora Hilmas, PharmD, University of Maryland Medical System

Andrea Hoguet, PharmD, VA Medical Center

Carol Holquist, BSP, Food and Drug Administration

Angelique K. Hooper, BSP, Super Fresh Pharmacy

Charles V. Hoppes, MPH, Food and Drug Administration

Edward T. Horn, PharmD, The Johns Hopkins Hospital and Health System

Jon D. Horton, PharmD, York Hospital

Stephen Hospodavis, BSP, Steve's Pharmacy

Wendy E. Hutson, PharmD, Greater Baltimore Medical Center

Patrina Hviid, PharmD, Target Pharmacy

School of Pharmacy

i

Anthony Ihenatu, PharmD, Bon Secours Hospital

Amy Ives, PharmD, VA Medical Center

Thomas Jackson, BSP, St. Mary's Hospital

Christopher W. James, PharmD, Christiana Care Health System

Salim Jarawan, PharmD, Doctors' Community Hospital

Robert A, Jasinski, BSP, City Pharmacy of Elkton

Mitchell A. Johnston, PharmD, VA Medical Center

Rhea-Marie Jones, BSP, NeighborCare Pharmacies, Inc

John T. Jordan, Jr., PharmD, Peninsula Regional Medical Center

Ramon Juta, BSP, Rite Aid Pharmacy

Christine Kahley, PharmD, York Hospital

Behnam Kamrad, PharmD, Kaiser Permanente

Tep M. Kang, PharmD, Christiana Care Health System

Bennett Kantorow, BSP, VA Medical Center

Robert M. Katz, MS, Safeway Pharmacy

Ronald E. Kavanagh, PharmD, Food and Drug Administration

Charles W. Kelly, BSR Craig's Drug Store, Inc.

Ed Kern, BSR Weis Pharmacy

Mark Kern, PharmD, Mercy Medical Center

Masoomeh Khamesian, PharmD, Howard County General Hospital

Brenda J. Kiliany, PharmD, Food and Drug Administration

Brian Y. Kim, BSP CVS Pharmacy

Ellen Kim, BSR CVS Pharmacy

Mari Kim, PharmD, Doctors' Community Hospital

Tina S. Kim, PharmD, Kaiser Permanente

David King, BSP, Georgetown Infusion Services

Ronald R Kleiman, BSR Wal-Mart Pharmacy

Dennis Klein, BSP, Giant Pharmacy

Linda Klein, BSR CVS Pharmacy

Robert Kline, BSR Atlantic General Hospital

Darren D. Klotz, PharmD, Rite Aid Pharmacy

David Knauer, BSP, BD Healthcare Consulting

David A. Kotzin, MS, Greater Baltimore Medical Center

Tamara Kozlowski, PharmD, Carroll County Hospital

Mary E. Kremzner, PharmD, Food and Drug Administration

Jay Krosnick, BSP, NeighborCare Pharmacies, Inc.

Edmond J. Kucharski, BSP, Carroll County Hospital

Lori Kuhmann, PharmD, Christiana Care Health System

Scott Kuperman, BSP, NeighborCare Pharmacies, Inc.

Mandy C. Kwong, PharmD, CVS Pharmacy

Ray T. Lake, MS, Johns Hopkins Pharmaquip

Christopher C. Lamer, PharmD, Cherokee Indian Hospital

Dan Le, PharmD, Franklin Square Hospital Center

Trinh Le, MS, Children's National Medical Center

Louise Leach, BSP, Good Samaritan Hospital

Laura Lees, PharmD, The Johns Hopkins Hospital and Health System

Administration and Faculty

Neil Leikach, BSP, Catonsville Pharmacy

Mark A. Levi, BSP, Epic Pharmacies, Inc.

Bonnie Levin, PharmD, Laurel Regional Hospital

John J. Lewin, PharmD, University of Maryland Medical System

Joseph Libercci, BSP, Park Avenue Pharmacy

Mark Lichtman, BSP, Drug City Pharmacy

Roberto Licier, MS, CVS Pharmacy

David Liebman, DPA, Kayes AID Pharmacy

Larry P. Lim, PharmD, Food and Drug Administration

Fred L. Lockwood, PharmD, Food and Drug Administration

Joseph Loetell, Jr., PharmD, CVS Pharmacy

Steven D. Lowery, PharmD, Pharmacare of Cumberland

Timothy Lubin, BSP, NeighborCare Pharmacies, Inc.

Mitchell D. Lucy, MS, Malcolm Grow Medical Center

Marie Mackowick, PharmD, Crownsviile Hospital Center

Maryam Mahdavi, PharmD, Wyeth-Ayerst Pharmaceuticals

Gregory E. Malat, PharmD, University of Mar)'land Medical System

Michael F. Malone, PharmD, The Johns Hopkins Hospital and Health System

Jeflfery Maltese, BSP, Shoppers Pharmacy

Laura K. Mark, PharmD, The Johns Hopkins Hospital and Health System

Scott M. Mark, PharmD, Children's National Medical Center

Paul Marra, BSP, Giant Pharmacy

Julianna T. Marten, PharmD, Mt. Washington Pediatric Hospital

Brian R. Martin, PharmD, VA Medical Center

Robert Martin, Jr., BSP, Potomac Valley Pharmacy, Inc.

Theresa Martin, PharmD, Shore Health System

Robert Massey, MSA, Walter Reed Army Medical Center

Herbert G. Mathews III, PharmD, Mt. Washington Pediatric Hospital

Peter T. Mbi, BSP The Medicine Shoppe

Mark McDougall, BSP, McDougall's Pharmacy

Earle G. McFerren, BSP CVS Pharmacy

Gina McKnight-Smith, PharmD, MBA, Advance ParadigM Clinical Services

Michael F. McMahon, BSP, Rite Aid Pharmacy

Michelle C. Mercado, PharmD, Children's National Medical Center

Nasir Mian, PharmD, Reston Hospital Center

Martin Mintz, BSP, Northern Pharmacy & Medical Equipment

Rita Mitsch, PharmD, Franklin Square Hospital Center

Laurie Mohler, BSP, NeighborCare Pharmacies, Inc.

Joseph M. Morrissey, MS, Howard Count)' General Hospital

Pam Moussavian-Yousefi, PharmD, Walter Reed Army Medical Center

JeflFrey L. Moyer, BSP, Waynesboro Hospital

Charles Muendlein, BSP, Lykos Pharmacy

Yeruk A. Mulugeta, PharmD, Children's National Medical Center

La Verne, G. Naesea, MSW, Maryland Board of Pharmacy

Pamela J. Neely, PharmD, All Children's Hospital

Leon Nelson, BSP, Rite Aid Pharmacy

78 School of Pharmacy

I

Matthew Nelson, PharmD, VA Medical Center

John Ness, PharmD, Harford Memorial Hospital

Pauline Newman, BSP, The Johns Hopkins Hospital and Health System

Teresa Ng, PharmD, Kaiser Permanente

Trinh M. Nguyen, BSP, Holy Cross Hospital

Mary Ann Niesen, PharmD, Crownpoint Healthcare Facility

Akwasi Nkansah, BSP, Rite Aid Pharmacy

Godwin Odunze, MS, Signet Health Plan

Claudia C. Okeke, PhD, U.S. Pharmacoepia

Helen Osborn, BSP, Montgomery General Hospital

Richard Ottmar, MBA, Western Maryland Health System

Michele Overtoom, PharmD, Giant Pharmacy

Heather A. Owens, PharmD, University of Maryland Medical System

Larry Owens, PharmD, York Hospital

Victoria C. Paoletti, PharmD, Christiana Care Health System

Joseph Pariser, BSP, Giant Pharmacy

Richard D. Parker, Jr., BSP Giant Pharmacy

Daniel S. Pastorek, BSP, Shoppers Pharmacy

Ashish Patel, BSP CVS Pharmacy

Kalpna Patel, MS, Giant Pharmacy

Mira M. Patel, BSP, The Medicine Shoppe

Virbala A. Patel, BSR Giant Pharmacy

David W. Patterson, BSP Health Guard

Robert Patti, PharmD, York Hospital

Emilie Paul, PharmD, University of Maryland Medical System

Carol Paulick, MBA, St. Agnes Health Care

James Pellenbarg, BSR Wal-Mart Pharmacy

David Perrott, BSP, Mt. Washington Pediatric Hospital

Janice V. Perry, PharmD, VA Medical Center

Maureen W. Perry, BSP, Virginia Maryland Regional College of Veterinary

Medicine
Lynn J. Peterson, BSP CVS Pharmacy

Wallace Pickworth, PhD, NIDA, Addiction Research Center
Mark Pilachowski, BSP, Kleins Pharmacy
Sanyi Pin, BSP, Bon Secours Hospital

Brian Pinto, PharmD, The Johns Hopkins Hospital and Health System
Rao S. Piratla, MS, The Medicine Shoppe
Bonnie L. Pitt, MAS, Frederick Memorial Hospital
Marilyn R. Pitts, PharmD, Greater Southeast Community Hospital
David Posner, BSP, Bradley Drug
Patricia A.G. Powers, PharmD, Kaiser Permanente
Douglas Pryor, MBA, Maryland General Hospital
Frank Pucino, Jr., PharmD, National Institutes of Health
Jacob Raitt, PhD, Vetcentric
AshokA. Ramkissoon, BSR MAMSI
William A. Ranker, PharmD, Safeway Pharmacy

Administration and Faculty 79

Diane T. Raum, BSP, Safeway Pharmacy

James P. Reuter, PharmD, University of Maryland Medical System

Earl W. Rhoads, BSP The Medicine Shoppe

Wendy L. Rice, PharmD, Pharmacare of Cumberland

Stephen R Riggin, BSP CVS Pharmacy

Arthur Riley, MS, EMA Pharmacy, Inc.

Carol Ritchie, BSP, Thomas B. Finan Center

Kim Z. Robbins, BSP, Happy Harry's Pharmacy

Michael D. Roberts, MS, National Rehabilitation Hospital

David Rochlin, BSP, Giant Pharmacy

Amilcar Rodriguez, MS, National Naval Medical Center

Luis F. Rosado, BSP, Rite Aid Pharmacy

Dennis Rosenbloom, PharmD, Rexall Pharmacy

Wendy M. Rosenthal, PharmD, MedOutcomes, Inc.

Michelle A. Rudek, PhD, Sidney Kimmel Comprehensive Cancer Center

Carol Rudo, PharmD, VA Medical Center

David Russo, MBA, Russo's Pharmacy

James J. Rybacki, PharmD, The Clearwater Group

Constanta E. Samborschi, PhD, Upper Shore Community Mental Health Center

Cyrus Samet, PharmD, Suburban Hospital

Angela M. Scagiola, BSP, Harford Memorial Hospital

Joseph J. Scalese III, BSP Weis Pharmacy

Randolph Schaap, BSP, Rite Aid Pharmacy

Edward Schairer, BSP, Weis Pharmacy

Howard R. SchifF, BSP, Maryland Pharmacists Association

Angelica Schneider, BSP, NeighborCare Pharmacies, Inc.

Kevin A. Schnupp, PharmD, Maryland General Hospital

Joseph Schuman, BSP, Maryland Rehabilitation Center Pharmacy

Brian Schumer, BSP, Tuxedo Pharmacy

Rizwan A. Shah, MS, Weis Pharmacy

Kelly Shanahan, BSP, Giant Pharmacy

Brent Sharf, BSP, Bon Secours Hospital

Aatif M. Sheikh, PharmD, Kimbrough Ambulatory Care Center

Matthew G. Shimoda, PharmD, CVS Pharmacy

Scott A. Shoop, PharmD, Christiana Care Health System

Sudha Shukla, PharmD, VA Medical Center

Lawrence Siegel, MAS, Carroll County Hospital

Cheryl Simmons-Gray, PharmD, Kaiser Permanente

Robert Sinker, BSP, Potomac Village Pharmacy

Melissa Skarbelis, BSP Wal-Mart Pharmacy

Jann B. Skelton, MBA, Medica

Ralph A. Small, Jr., BSP Rite Aid Pharmacy

Billy R. Smith, MA, Monarch Pharmaceuticals, Inc.

Jennifer S. Smith, BSP, Acme Pharmacy

John Smith, BSP, (jiant Pharmacy

Gary Sobotka, BSP, CVS Pharmacy

School of Pharmacy

Dominic A. Solimando, Jr., MA, Walter Reed Army Medical Center

Suzanne L. Spurr, PharmD, Kmart Pharmacy

Douglas Stjohn, PharmD, Bayhealth Medical Center

James R. Staffa, BSP, Shoppers Pharmacy

Nora Stelter, PharmD, National Associatin of Chain Drug Stores

Carol Stevenson, BSP, NeighborCare Pharmacies, Inc.

Jerry C. Stewart, BSP, Western Maryland Health System

Howard C. Stoops, BSP Mallinckrodt

Gary R. Stout, BSP, Safeway Pharmacy

Mark N. Strong, PharmD, Warm Springs Health & Wellness Center Indian

Health
Susan L. Summers, BSP, CVS Pharmacy
Suzanne Suter-Lowe, BSP, Rite Aid Pharmacy
William Tabak, BSP Rite Aid Pharmacy
Richard Tarr, BSP, Giant Pharmacy
Lawrence Taylor, BSP, CVS Pharmacy

Carl Tepper, BSP, Centers for Medicare and Medicad Services
Christopher E. Thomas, PharmD, VA Medical Center
Jennifer Thomas, PharmD, St. Agnes HealthCare
Rachel J. Thomas, PharmD, Kaiser Permanente
Karen Thompson, BSP, Tidewater Pharmacy
Amy M. Timmins, PharmD, AstraZeneca Pharmaceuticals, LP
Lisa Townsend, PharmD, Hill's Drug Store
Dat T. Tran, BSP, Super Fresh Pharmacy
Hieu T. Tran, PharmD, Kent General Hospital
Penelope Trikeriotis, BSP, Giant Pharmacy

Kathleen Truelove, BSP, The Johns Hopkins Hospital and Health System
Marshall Tsakiris, BSP, Giant Pharmacy

Richard Tsao, PharmD, Greater Southeast Community Hospital
Sara C. Turk, PharmD, Good Samaritan Hospital
Charles H. Twilley, PharmD, Johns Hopkins Bayview
Nancy D. Tzeng, PharmD, Johns Hopkins Bayview
David J. Vaxmonsky, BSP, Happy Harry's Pharmacy
Michael A. Veltri, PharmD, Johns Hopkins Children's Hospital
Rebecca A. Viola, BSP, Walter Reed Army Medical Center
Doris Voigt, BSP, Kimbrough Ambulatory Care Center
Denise M. Von Rinteln, BSP MAMSI

James A. Waddell, PharmD, Walter Reed Army Medical Center
J. Kenneth Walters, PharmD, Sheppard Pratt Hospital
Terrill Washington, PharmD, VA Medical Center
D. Raymond Weber, PharmD, Greater Baltimore Medical Center
Michael Weinstein, BSP, The Apothecary
Michael N. Weisburgh, PharmD, The Johns Hopkins Hospital and Health

System
Sandra S. Werking, PharmD, Mercy Medical Center
Josephine Whitford, PharmD, Kaiser Permanente

Administration and Faculty

Thomas Wieland, BSP, Safeway Pharmacy

Stephen Wienner, BSP, Mt. Vernon Pharmacy

Anne M. Wlland, PharmD, University of Maryland Medical System

Michelle Willey, PharmD, Shore Health System

Donna C. Williams, BSP, Alpharma

Thomas Williams, PharmD, Wellspan Pharmacy

Rene L. Williamson, PharmD, Kaiser Permanente

Sharon D. Wilson, PharmD, University of Maryland Medical System

Thomas Wilson, PharmD, Cape Apothecary

Dante R. Winter, BSP, Harford Memorial Hospital

Eileen Wu, PharmD, Montgomer)' General Hospital

Mia Wyatt, BSR CVS Pharmacy

Martin Yankellow, BSP, Weis Pharmacy

Wayne Yelle, PharmD, Wal-Mart Pharmacy

David M. Yoder, PharmD, MAMSI

Eric J. Yospa, BSP, Family Pharmacy of Hampstead

Deirdre A. Younger, BSP, Health Center Pharmacy

Jonas J. Yousem, BSP, NeighborCare Pharmacies, Inc.

Catherine C. Yu, PharmD, Food and Drug Administration

Faramarz Zarfeshanfard, BSP, The Johns Hopkins Hospital and Health System

C. Alex Zarow, MBA, Bayhealth Medical Center

Robert Zepp, BSP, University of Maryland Medical System

Clinical Instructor

Arash RaouBnia, PharmD, Shire Laboratories, Inc.

Aime R Service, PharmD, Sam's Club Pharmacy

School of Pharmacy

Program Course Descriptions

PHARMD COURSE DESCRIPTIONS

DIDACTIC REQUIRED COURSES

PHAR 5 1 0— Biochemistry (3)

A course of study which builds on the principles of cell biology and genetics with
a systematic consideration of the chemical components and requirements of
living systems from the molecular to the cellular level. These fundamentals of
biochemical structure, function, and energetics provide a platform for compre-
hension of pharmaceutical biotechnology, and for understanding determinants of
disease, the pathobiochemistry of organ systems, mechanisms of drug action and
adverse reactions, and novel drug delivery systems.

PHAR 5 1 3— Drug Chemistry (2)

A study of the principles of organic chemistry that comprise basic elements of
pharmaceutical science. The emphasis is on the relationship between molecular
structure and chemical, physical, and biophysical properties of systems that arise
from molecular interactions. The course provides a platform for comprehension
of pharmaceutical concerns, such as the stability of drugs and drug products, the
conformation of bioactive proteins, the basis for drug-receptor interactions, the
structure of biological membranes, and major drug classes.

PHAR 514— Human Biology I (3)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
of complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The
anatomy, histology, and physiology of the human body is organized by organ sys-
tems to include the integumentary, skeletal, muscular, nervous, endocrine, car-
diovascular, lymphatic, respiratory, digestive, urinary, and reproductive systems.

PHAR 5 1 6 — Pharmacy Practice and Education (2)

This prefatory course introduces the new Doctor of Pharmacy student to the sci-
ence and profession of pharmacy. The evolution and implications of pharmaceu-
tical care and the philosophical basis for the pharmacy curriculum are discussed.
Students are introduced to skills necessary for success during the four-year cur-
riculum through the opportunity to critically evaluate problems, discuss ethical
dilemmas, develop and apply computer and literature-retrieval skills, and practice
verbal and written communication skills. The importance of independent and
cooperative learning activities is emphasized.

Program Course Descriptions 83

PHAR 5 1 7 — Study Design and Analysis (2)

Students are introduced to the pivotal role of study design and statistical analysis
considerations in the design and evaluation of basic, clinical, epidemiological,
and social science research. The course focuses on the proper design of studies
with emphasis on threats to internal validity and generalizability. A variety of
descriptive and inferential statistical procedures and methods are surveyed with
emphasis on the interpretation of the results of research.

PHAR 520— Molecular Biology (3)

This course is an integrated Cell and Molecular Biology course. It is designed to
thoroughly introduce the student to the mechanisms of DNA replication, recom-
bination, repair, transcription, protein synthesis, and gene regulation and signal
transduction. The course focuses on the relationship of these processes to current
pharmaceutical interventions and those of the future. At the conclusion of this
course, the student will also be able to describe, in detail, the mechanisms of
DNA metabolism, protein synthesis, gene regulation, and signal transduction.
The student will also be able to describe and indicate the basis for current diag-
nostic tests that incorporate modern Cell and Molecular Biology techniques.

PHAR 522— Context of Health Care (3)

Students actively develop a contemporary definition of health care and critically
examine the health care system with special emphasis on relevant legislation, tradi-
tional and nontraditional providers of health care, the organization and financing
of health care delivery, and the dynamics of pharmaceutical care within the system.
The social, legal, and professional implications of informatics and computer pro-
liferation in our society is discussed with special emphasis on pharmacy practice.

PHAR 523— Ethics in Pharmacy Practice (I)

Introduction to the principles of ethical thinking. The philosophy of ethics and
role of formal codes of professional conduct are discussed in the context of resolv-
ing conflicting ethical principals.

PHAR 524— Human Biology II (3)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
of complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The
anatomy, histology, and physiology of the human body is organized by organ sys-
tems to include the integumentary, skeletal, muscular, nervous, endocrine, car-
diovascular, lymphatic, respiratory, digestive, urinary, and reproductive systems.

PHAR 525— immunology (2)

The natural and acquired protective mechanisms of the immune system are dis-
cussed with topics ranging from the structure, function, and specificity of anti-
bodies; B-lymphocyte and T-lymphocyte functions; initiation and control of
immune responses; histocompatibility; and immune-mediated disease. The

84 School of Pharmacy

course is designed to provide the student with sufficient knowledge of humoral
and cellular immunity to understand the role of the immune system in disease,
the production and use of vaccines and related biologicals, and the rapidly grow-
ing areas of transfusion, transplant, and tumor immunology.

PHAR 526— Physical Chemistry (2)

A study of selected principles of physical chemistry that comprise basic elements
of pharmaceutical science. The emphasis is placed on the relationship between
molecular structure and the physical and biophysical properties of systems that
arise from molecular interactions. The goal of the course is to apply the principles
of physical chemistry to the practice of pharmacy.

PHAR 530— Microbiology/Antibiotics I (2)

A study of the major classes of pathogenic bacteria, bacterial infectious diseases
and antibacterial agents. This course surveys pertinent features of bacterial struc-
ture and virulence factors, host response and disease manifestations and antibac-
terial drug design, mechanisms, pharmacokinetics, and toxicity profile. This
course will provide the framework for consideration of the therapeutic principles
involved in treating bacterial diseases.

PHAR 531 — Pharmaceutical Chemistry (2)

A presentation of the basic chemical principles underlying the activity, absorp-
tion, metabolism, excretion, physico-chemical properties, and design of drug
molecules, culminating in a discussion of drug classes.

PHAR 532 — Patient Centered Pharmacy Practice and
Management I (2)

This course provides pharmacy students an opportunity to learn important phar-
macy practice and patient management skills that facilitate the development of a
patient-centered pharmacy. The students learn practice management concepts
that involve the development, implementation, and management of contempo-
rary pharmacy services including patient assessment skills. Patient assessment
principals and skills will be taught including the essential clinical skills of history
taking and physical examination.

Management principles are provided to construct a practical framework for
the operational management of a business. Elements addressed in this course
include regulatory, economic, environmental variables that affect pharmacy prac-
tice and workflow analysis, accounting, purchasing and inventory control, quality
assurance, summarizing and interpreting of financial data for service and mer-
chandising entities and third-party reimbursement issues. The course also exam-
ines the current practical developments related to human resources management
through integration of information on organizational behavior, psychology, eco-
nomics, and law. Prerequisites: PHAR 514 and PHAR 524 Human Biology 1
and 2, PHAR 516 Pharmacy Practice and Education, PHPC 510 and PHPC 520

Program Course Descriptions

Introduction to Professional Practice I and II, PHAR 522 Context of Health
Care, and PHAR 523 Ethics.

PHAR 533— Medicinal Chemistry 1(1)

A comprehensive study of the chemistry of drug products. The course outline
will follow the pharmacological classification of drug molecules, and will include
discussion of chemical properties (physical and organic), stability, solubility,
mechanisms of action where appropriate, and structure-activity relationships.
Where possible, quantitative computer designed studies of drug development will
be mentioned.

PHAR 534— Human Biology III (3)

A consideration of the human body as an integrated, functioning organism with
emphasis on how organs work individually and in harmony during the regulation
of complex body functions necessary to establish and maintain homeostasis, and
mechanisms underlying disordered organ functions and homeostasis. The anat-
omy, histology, and physiology of the human body is organized by organ systems
to include the integumentary, skeletal, muscular, nervous, endocrine, cardiovas-
cular, lymphatic, respiratory, digestive, urinary, and reproductive systems.

PHAR 535— Pharmaceutics (3)

The application of fundamental principles and basic science knowledge to the
multidimensional problems of the formulation, development, testing, produc-
tion, distribution, and administration of safe, effective, stable, and reliable drug
delivery systems. These systems, ranging in sophistication from tablets and cap-
sules to biodegradable implants, are discussed using a problem-based approach
that focuses on the critical determinants for traditional and less-traditional routes
of drug administration.

PHAR 536— Pharmacology I (3)

A systematic consideration of the molecular, cellular, and organismic mechanisms
of drug action, organized by major drug classes. This course of study provides
knowledge of the mechanisms of drug action underlying their use in the treat-
ment of specific and general disease processes.

PHAR 537 — Principles of Drug Action (2)

A study of the chemical and biological concepts which apply to the characteriza-
tion, evaluation, and comparison of all drugs. Topics such as dose-response and
receptor theory, receptor transduction mechanisms, pharmacologic selectivity,
pharmacogenetic drug tolerance and dependence, drug allergy, drug resistance
and chemical mutagenesis, carcinogenesis, and teratogenesis are discussed at the
molecular and cellular level. The physical, biological, and chemical principles
underlying drug absorption, distribution, biotransformation, and excretion are
discussed from the molecular to the organ level.

School of Pharmacy

I

PHAR 540— Microbiology/Antibiotics II (2)

A study of the major classes of pathogenic fungi and viruses, the diseases that they
cause and antifungal and antiviral agents. This course surveys pertinent features
of fungal and viral structure, virulence factors, life-cycle, disease manifestations
and antifungal/antiviral drug design, mechanisms, pharmacokinetics, and toxic-
ity profile. This course will provide the framework for consideration of the thera-
peutic principles involved in treating fungal and viral diseases.

PHAR 541 — Biopharmaceutics and Pharmacokinetics (3)

In this course, the student learns how the processes of drug absorption, distribu-
tion, metabolism, and excretion are coupled with dosage and the important para-
meters of clearance, volume of distribution, and bioavailability, to determine the
concentration of a drug at its sites of action in the body. The quantitative rela-
tionship between dose and effect is developed as a framework with which to
interpret measurements of drug concentrations in biological fluids.

PHAR 542— Clinical Chemistry (I)

Principles of analytical chemistry, clinical chemistry, enzyme assays, electrophoresis,
radioactivity, magnetic resonance, biotechnology-based diagnostics and biosen-
sors, and immunoassay are examined. Emphasis is on the application of these
methods to the determination of drug concentrations in chemical and biological
systems, and health promotion and assessment. Students also have opportunities
to examine patient data and use commercially available diagnostic kits.

PHAR 543— Medicinal Chemistry 11 (2)

A comprehensive study of the chemistry of drug products. The course outline
will follow the pharmacological classification of drug molecules, and will include
discussion of chemical properties (physical and organic), stability, solubility,
mechanisms of action where appropriate, and structure-activity relationships.
Where possible, quantitative computer designed studies of drug development will
be mentioned.

PHAR 544 — Patient Centered Pharmacy Practice and
Management II (2)

This course provides pharmacy students an opportunity to learn important phar-
macy practice and patient management skills that facilitate the development of a
patient-centered pharmacy. The students learn practice management concepts
that involve the development, implementation, and management of contempo-
rary pharmacy services including patient assessment skills. Patient assessment
principals and skills will be taught including the essential clinical skills of history
taking and physical examination.

Management principles are provided to construct a practical framework for
the operational management of a business. Elements addressed in this course
include regulatory, economic, and environmental variables that affect pharmacy
practice and workflow analysis, accounting, purchasing and inventory control,
quality assurance, summarizing, and interpreting of financial data for service and

Program Course Descriptions 87

merchandising entities and tliird-party reimbursement issues. The course also
examines the current practical developments related to human resources manage-
ment through integration of information on organizational behavior, psychology,
economics, and law. Prerequisites: PHAR 532 Patient-Centered Pharmacy Prac-
tice and Management Course, PHAR 514 and PHAR 524-Human Biology 1
and 2, PHAR 516 Pharmacy Practice and Education, PHPC 510 and PHPC 520
Introduction to Professional Practice I and II, PHAR 522 Context of Health
Care, and PHAR 523 Ethics.

PHAR 546— Pharmacology II (3)

A systematic consideration of the molecular, cellular, and organismic mechanisms
of drug action, organized by major drug classes. This course of study provides
knowledge of the mechanisms of drug action underlying their use in the treat-
ment of specific and general disease processes.

PHAR 552 — Principles of Human Nutrition (I)

This required course builds on materials in earlier coursework including Funda-
mentals, Basic Science, and Pharmaceutical Science. The course focuses on the
preparation of pharmacists to deliver pharmaceutical care services related to
patients' nutritional needs. The course prepares the student to understand princi-
ples of nutrition in relation to contemporary public health issues and to treat-
ment of diseases and physiologic processes. The materials taught in this course
are applied and further developed in subsequent modules in the Integrated Sci-
ence and Therapeutics course sequence and in Longitudinal Pharmaceutical Care
II.

PHAR 553 — Population Based Medical Information Analysis (2)

This course is designed to enhance a student's skills in the areas of information
collection, retrieval, analysis, and interpretation. A variety of topics surrounding
the aspects of drug information practice will be presented, including the role of
informational services in health care. Students will enhance both their written
and verbal communication skills as they not only are asked to retrieve pertinent
clinical information, but also then to interpret, document, and integrate this
information into the development of clinical practice guidelines and subsequent
outcome measures.

PHAR 554 — Integrated Science and Therapeutics I (4)
PHAR 555 — Integrated Science and Therapeutics II (4)
PHAR 564 — Integrated Science and Therapeutics III (4)
PHAR 565 — Integrated Science and Therapeutics IV (4)

Basic and clinical science faculty interact with students during a variety ot didac-
tic and laboratory experiences as students learn to design, implement, and moni-
tor pharmaceutical care plans for specific patients with specific diseases. Methods
for the choice of drug product, definition of the specific goals of therapy, includ-
ing the means to assess whether these goals are being achieved, and active inter-

School of Pharmacy

vention steps at the patient, prescriber, health care system, and population levels
to ensure successful outcomes of drug therapy are developed. The courses are
organized according to the major physiological systems of the human body, and
the disease states commonly associated with them and encountered and observed
by the pharmacy practitioner in a variety of community and institutional practice
settings. A goal of these courses is to prepare students to be able to better inte-
grate new scientific knowledge into the successful pharmaceutical care of patients
with the goal of reducing the health care costs to patients and society. The knowl-
edge and behaviors acquired during these courses prepare the student for the
community and institutional pharmaceutical care rotations of the experiential
learning program of the curriculum.

PHAR 580— Pharmacy Law (2)

An examination of the legal and regulatory issues pertaining to drugs and devices
and the practice of pharmacy. Students learn the various laws and regulations
which would govern their usual daily activities in a variety of practice sites.

PHAR 581 — Senior Colloquium (I)

Students deliver oral presentations to share some aspect of their educational expe-
rience, practice aspirations, or career goals with their student peers and the fac-
ulty. This forum fosters a critical examination of each student's formal education
in the context of the practice of pharmaceutical care.

EXPERIENTIAL LEARNING REQUIRED COURSES

PHPC 510 — Introduction to Professional Practice 1(1)
PHPC 520 — Introduction to Professional Practice II (I)

Students observe the practice of pharmacy in community, institutional, and spe-
cialty practice environments. They analyze the types of services provided in each
setting and the personnel involved in the delivery of those services. Students
experience the basic elements of safe medication order processing and pharma-
ceutical care. An important goal of the course is for students to identify and assess
career options in pharmacy practice. Activities include laboratory exercises, a
career pathway workshop, and Web-based assignments.

PHPC 532 — Longitudinal Pharmaceutical Care 1(1)

Students observe the delivery of pharmaceutical care to patients over time. Partic-
ular attention is paid to assessing the changing needs of patients as health transi-
tions occur. Under the supervision of an experienced pharmacy practitioner,
students have regularly scheduled encounters with patients. Students learn how
to effectively collect information from a variety of sources, including the patient,
and prepare periodic health status reports. As students obtain knowledge and
skills in didactic courses (pharmaceutics, pharmacology, human biology), they
learn to explicitly apply such knowledge and skills to their patients. (Register
Spring Semester, Second Year)

Program Course Descriptions 89

PHPC 562 — Longitudinal Pharmaceutical Care II (I)

This course is a continuation of PHAR 532 — Longitudinal Pharmaceutical Care
I. Students have periodic encounters with assigned patients. Students learn to
assess drug therapy problems and develop pharmaceutical care plans. Particular
attention is given to the needs of patients during health transitions. These experi-
ential activities are closely linked throughout the third year to the didactic activi-
ties in the Integrated Science and Therapeutics series of courses. (Register Spring
Semester, Third Year)

PHPC 570 — Safe Medication Order Processing in Community
Pharmacy (3)

PHPC 57! — Safe Medication Order Processing in Institutional
Pharmacy (3)

Students may take these courses after successfully completing the second year.
PHPC 570 Community and PHPC 571 Institutional are required, three-credit
professional practice experiences which target the inter-related elements of safe
medication order processing, drug distribution, patient interaction, supervision
of pharmacy technicians, use of technology, and practice administration/ person-
nel management. In both the community and institutional setting, under the
supervision of clinical faculty, students will be challenged to develop skill, compe-
tence, and efficiency in processing medication orders for distribution to and safe
use by patients.

PHPC 572 — Community Pharmaceutical Care (3)
PHPC 573 — Institutional Pharmaceutical Care (3)
PHPC 574 — General Pharmaceutical Care (3)

This series of required professional practice experiences is designed to provide the
student with extensive experience in pharmaceutical care delivery in a variet)' of
direct patient care settings. Students gain skill through daily one-on-one interac-
tions with patients, caregivers, physicians, nurses, and other health care profes-
sionals. There are four month-long, full-time required rotations. At least one
rotation must be completed in an acute-care hospital setting and one in a com-
munity setting. Although each site will differ in terms of the patient population,
disease acuity, scope of practice, resources, and availability of patient-specific
data, students will take responsibility for drug therapy outcomes. Students will
learn to: 1) collect and record patient-specific data; 2) identify, list, and assess
drug-related problems; 3) develop and record pharmaceutical care plans; 4) edu-
cate patients and health care professionals regarding the appropriate use of drugs;
and 5) measure and document patient outcomes. These activities are closely
linked to PHPC 576 Ambulatory Clinic and concurrent with PHPC 577 Infor-
mational Services. Prerequisites: PHPC 570 and 571 and successful completion
of the Integrated Science and Therapeutics course series.

School of Pharmacy

PHPC 576— Ambulatory Clinic (I)

This series of required experiences is normally taken concurrently with the Phar-
maceutical Care rotations (PHPC 572, 573, 574, and 575). A total of 16 half-
day experiences is required, for a total of 64 hours. Following the pharmaceutical
care model, students will conduct patient interviews, perform appropriate phar-
macotherapy-oriented physical assessments, order appropriate laboratory tests,
initiate and/or change drug therapy regimens and conduct patient follow-up.
(Register Spring Semester, Fourth Year) Prerequisites: PHPC 570 and 571 and
successful completion of the Integrated Science and Therapeutics course series.

PHPC 577 — Informational Services (2)

This course must be taken concurrently with the Pharmaceutical Care rota-
tions (PHPC 572, 573, 574, and 575). During the course of daily activities on
Pharmaceutical Care and Ambulatory Clinic rotations, students learn how to
receive drug information questions in a comprehensive manner, conduct
timely and thorough literature searches, evaluate sources of information, and
provide appropriate responses. Students are also expected to subscribe to an
affordable abstracting service and develop a personal information library. (Reg-
ister Spring Semester, Fourth Year) Prerequisite: Successful completion of
PHAR 553.

DIDACTIC ELECTIVE COURSES

The elective didactic (PHMY) courses currently offered by the School of Phar-
macy are described below. In general, higher course numbers indicate courses
with important prerequisite requirements, and are designed for later years of the
curriculum. Prerequisites for most electives include consent of the instructor and
the student's advisor. Some electives are offered in either the fall or spring semes-
ters, and some are offered both semesters. Refer to the class schedule when mak-
ing course selections.

PHMY 510 — Advanced Educational Opportunities (I)

This elective program provides students interested in graduate school or research
careers with knowledge and information about various advanced educational
opportunities in the curriculum. Aspects of careers which require advanced study
are described by professionals in those career areas and by students currently
enrolled in them. The course offers diverse perspectives on goals, training, func-
tions, settings, and opportunities in research in pharmaceutical sciences and
pharmacy practice.

PHMY 51 I— Diabetes Disease State Management (I)

This course will review the pathophysiologic changes associated with diabetes
mellitus (Types I and II, impaired glucose tolerance, and gestational diabetes),
nonpharmacologic management (nutrition and exercise), pharmacologic man-

Program Course Descriptions

agement, complications of diabetes mellitus, principles of education (children,
adolescents, adults, and geriatrics), continuous care (skin and foot care, OTC
product selection), blood and urine monitoring, special population considera-
tions (children, adolescents, geriatrics, visually impaired patients), psychosocial
aspects of diabetes (dealing with diagnosis, developing support strategies, and
adherence to regimens), and how to set up a diabetes-focused practice. Prerequi-
site: Fourth-year status.

PHMY 5 1 2 — Case Based Management of Infectious Diseases 1(1)
PHMY 5 1 3 — Case Based Management of Infectious Diseases 11(1,2)

These courses provide third- and fourth-year students and students in the Non-
traditional Pathway with an opportunity to critically examine the clinical deci-
sions made in the management of patients with infectious diseases. During the
first course, students will review the therapeutic decisions made in the care of a
patient encountered during an experiential course and review the literature rele-
vant to those decisions. During the second course, students will present a case
discussion, including a thorough review of the standard of care and the literature
support for the decisions made. Prerequisites: Third-year status or PHNT 545
and 546.

PHMY 514— Teaching Preparation and Skills (I)

The course is a basic introduction to instructional activities in general and teach-
ing at the University of Maryland School of Pharmacy in particular. The first two
days consist of a series of presentations on teaching-related topics. The instructors
will develop a short interactive lecture on diabetes management to demonstrate
each aspect of the teaching and presentation development process. There will be
frequent in-class activities requiring student interaction. During these, students
will begin to develop their own topic for presentation on the last day of class.
Teaching Preparation and Skills is an unusual modular course originally devel-
oped for nontraditional PharmD students. It was intended to improve their abil-
ity to make in-class presentations. However, since the ability to create and deliver
a lecture or seminar is fundamental to many students and faculty members
within the School, it is now frequently attended by graduate students and new
faculty members. In addition to teaching participants how to make presentations
in general, it focuses on using presentation technology available in the School of
Pharmacy.

PHMY 516— Geriatric Imperative (2)

The Geriatric Imperative Minimester is a five-day interdisciplinary course open
to all University of Maryland students during the first week in January. The
course presents a wide range of information on the health and well-being of older
adults through clinical, research, and policy presentations. Course content will be
conveyed through lectures, panel discussions, team and case presentations, role
play, video tapes, and site visits. Students will be required to write an in-depth

School of Pharmacy

i

paper on a subject pertaining to geriatrics/gerontology within two months of
completing the didactic portion of the course.

PHMY 517— Geriatric Pharmacotherapy (2)

This course provides advanced discussion of the geriatric diseases and different
presentations of disease and responses to therapy. A case-based approach expands
on previous geriatric coursework and allows students to apply material to differ-
ent patient-care settings. Journal club and drug information questions are utilized
to illustrate concepts. Prerequisite: Third-year status.

PHMY 518— Drug Abuse Education (1-3)

Practice and training in the dissemination of drug information, especially drug
abuse information to the public, are linked to the activities of the Student
Committee on Drug Abuse Education (SCODAE). Students complete a 10-hour
training session, observe community education programs presented by SCODAE,
present several programs, and prepare a written report on a timely topic in the
area of chemical dependence.

PHMY 519— Controlled Drug Delivery (I)

This course aims at optimizing drug therapy by delivering bioactive agents at spe-
cific cites or at specific rates to patients.

PHMY 520— Organizational Behavior (3)

The study of the effects of human behavior on organizational effectiveness.
Attention is given to quality, team work, attitude toward work, satisfaction and
commitment, building and exercising organizational power, the role of leader-
ship, sustaining motivation, participatory decision-making, and the process for
change, development, and continuous improvement.

PHMY 521— Financial Reporting (3)

This course is a study of financial reporting, analysis and strategy principles
applied to for-profit and not-for-profit health care organizations. Accounting
issues related to strategic decision-making in health service production, financ-
ing, and investment will be emphasized throughout the course. Topics include
the health care accounting environment, revenue and expense recognition,
balance sheet valuations, ratio analysis, budgeting and control systems, cost
accounting, performance measurement, variance analysis, cost-volume-profit
relationships, and capital budgeting. Special attention is given to the financial
implications of third-party payment systems and measuring the profitability of
managed-care contracts.

PHMY 522— Business Plan Development (2)

An elective course for students interested in ownership or management of their
own pharmacy practice, emphasizing the practical problems associated with
establishing a new business or expanding an existing enterprise. Location and

Program Course Descriptions

market analysis, target marketing, revenue and expense projections, and estima-
tion of capital requirements are among the topics covered.

PHMY 523— Advanced First Aid (3)

Advanced first aid and emergency care, including CPR.

PHMY 524— Marl<eting (3)

Marketing introduces methodologies for identifying changes in the organization's
marketplace and adapting to them. The course uses the market-orientation con-
cept, emphasizing customer needs, total integration of the firm, and the profit
potential to examine the marketing process, and in doing so, will use pharmacy-
based examples. Prerequisite: PHAR 545 — Practice Management.

PHMY 525 — Comprehensive Pediatric Care (2)

Comprehensive pediatric care is a two-credit course offered in the spring semester
for third- and fourth-year students in the entry-level Doctor of Pharmacy Pro-
gram. This elective course is designed to prepare students to optimize medicine
use in pediatric patients in the ambulatory or institutional setting. The course
will cover cognitive and physiological development, psychosocial factors affecting
medicine use, pharmacist role, regulatory issues, and pediatric pharmacotherapy
for various disease states.

PHMY 526— High Impact Presentations (2)

This elective course is designed to prepare students to be well-prepared and com-
petent presenters and to clearly and succinctly convey their information through
oral and visual presentations. Students will be required to describe the process
used to prepare an effective presentation, select and develop the appropriate
audio visual aids to enhance a presentation, assess the quality of a presentation
and the quality of the skills used by the presenter, and plan and deliver a presen-
tation that meets the needs of a specific audience, using appropriate audio-visual
enhancements, and techniques to maximize learning and retention of educational
content.

PHMY 529— Special Group Studies (I -5)

(Repeatable up to 12 credits) An omnibus course permitting experimentation
with new or different subject matter and/or instructional approaches.

PHMY 529 — Special/"! Can Cope": Pharmacy Educators in Pain
Management (I)

This course prepares pharmacy students to serve as facilitators in the "1 Can
Cope" series developed by the American Cancer Society. Specifically, students
will be taught how to facilitate a session on the module tided "Relieving Cancer
Pain." Pharmacy facilitators will lead a class concentrating on the health chal-
lenges to wellness and quality of life imposed by cancer pain. An overview of
pain, medical treatments to control pain, and nonmedical strategies are presented

School of Pharmacy

to help empower participants and assist them to begin building a repertoire of
self-care techniques.

PHMY 529 — Special/Issues In Health-System Pharmacy (I)

This course will familiarize students with issues faced by health-system pharmacy.
The student will learn the background and substance of the issues and
approaches used in dealing with them. Areas covered will include medication use
safety, automation/drug distribution, financial issues/outsourcing, communica-
tions, organization of corporate entities, leadership/management, and quality of
services. Prerequisites: Phase I Experiential Learning Rotations.

PHMY 529 -SpecialA/Vomen's Health (3)

Using highly interactive education techniques, students will explore a broad
range of health issues that women face throughout the life cycle as well as further
develop their skills to evaluate patient-specific data, make appropriate therapeutic
decisions, and design drug therapy monitoring plans. Specific issues/disorders to
be discussed will include contraception, infertility, vaginal disorders, gestational
diabetes, eclampsia, menopause, and osteoporosis. Prerequisites: For entry-level
students: Completion of PHAR 554 and PHAR 555 (ISAT I and II). For non-
traditional: Ccompletion of PHNT 545 or PHNT 555 I (Therapeutics I or II)
and completion of PHNT 532 (Patient Assessment).

PHMY 537— Clinical Aspects of Drug Dependence (2)

This course familiarizes students with the clinical aspects of chemical depen-
dence. Special emphasis is placed on the pharmacology of commonly abused psy-
choactive substances and the role of pharmacological supports in the treatment of
addiction.

PHMY 539— Special Projects (1-3)

(Repeatable up to 12 credits) Independent investigations consisting of library or
laboratory research, seminars, or other assignments appropriate to the problem
investigated.

PHMY 541 — Introduction to the Poison Center (I)

This course provides students the opportunity to observe and be involved in a
clinically oriented pharmacy practice setting early in their education. Students
learn about the Poison Center's operation and resources and the potential for
pharmacist participation in this area of patient care. The course consists of dis-
cussion sessions, activities in the Maryland Poison Center, role playing, and labo-
ratory sessions focusing on toxicology resources and communication skills.
Students present cases on a home-management and a hospital-management drug
overdose.

PHMY 543 — Honors Seminar in Pharmacy Administration (I)

A survey of current literature in the general area of pharmacy practice and admin-
istrative science. Each week, a recently published paper related to the economic,

Program Course Descriptions

social, behavioral, or educational aspects of pharmacy is discussed and evaluated.
Special student research projects may also be undertaken.

PHMY 550 — Adverse Drug Reactions (2)

Focus is on the clinical manifestations and incidence of drug reactions, systems
affected, differentiation among idiosyncratic reactions, hypersensitivity reactions,
extensions of pharmacologic action, and assessment of drug reaction literature.

PHMY 551 — Recent Advances In Pharmacology (I)

The objective of this course is to present advances in pharmacology and toxicol-
ogy. Sessions emphasize experimental and clinical findings and their interpreta-
tion and significance in relation to basic and applied aspects of pharmacology and
toxicology. Attention is also given to experimental design and methodology of the
studies in question.

PHMY 552 — Pharmacology and Aging (I)

This course presents advances in our understanding of variations in drug
response in the aging population. The course is designed to give students an
appreciation for the basic physiological and biomedical changes which normally
occur with aging and how these changes relate to altered pharmacodynamic and
pharmacokinetic responses following drug administration. Basic and clinical
pharmacologic studies are used to support the conclusions presented.

PHMY 553 — Consumer Education Program for Older Adults (2)

This course trains students to educate the elderly about drugs and drug-taking.
Students benefit from the didactic and applied aspects of the course, since they
must first learn about the special needs of the elderly and then actually interact
with the elderly both in large groups and one-on-one.

PHMY 554— Health Education Seminar (2)

The course prepares students to become effective health educators to patients,
other health care practitioners, and/or the community. The theoretical and con-
ceptual bases of the health education discipline are fully developed. Students
learn the techniques of behavioral and educational diagnosis and their applica-
tion to the development of educational intervention.

PHMY 556— Advanced Pharmacology I (2)
PHMY 557— Advanced Pharmacology II (2)

This course expands and extends the pharmacology material learned in the
required courses PHAR 536 and 546. The course format is the discussion of
assigned topics and review of original papers in a two-hour, weekly session. These
sessions include graduate students in the pharmaceutical sciences.

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I

PHMY 561 — Advanced Therapeutics Seminar (3)

An advanced course dealing with complex drug therapy decision-making, using
case presentations and current literature. Requires active student participation in
resolution of therapeutic controversies.

PHMY 562— Clinical Pharmacokinetics (2)

The course will extend the student's knowledge of clinical pharmacokinetics,
develop the student's skills in providing pharmacokinetic drug monitoring during
PharmD rotations, and prepare students for post-graduate work in clinical phar-
macology research. Emphasis is placed on the application of these principles to
clinical practice and clinical research.

PHMY 563 — Pharmacotherapeutic Issues in the Critically III
Patient (2)

This course is an elective seminar for students interested in critical care pharma-
cotherapy. Topics include a broad scope of disease states and drug issues fre-
quently encountered in an ICU setting. Presentations will identify the
pharmacologic aims and controversies in the management of a particular topic,
while simultaneously underscoring the complexities of drug therapy in the criti-
cally ill patient, which may lead to untoward reactions or suboptimal care.

PHMY 567— Advanced Cardiac Life Support (2)

This course focuses on the role of the pharmacist in the setting of cardiac arrest.
A lecture format covers the pathophysiology, epidemiology, therapeutic goals,
and treatment modalities in cardiac arrest as described by the Standards and
Guidelines developed by the National Conference on Cardiopulmonary Resus-
citation and Emergency Cardiac Care. Topics include the role of the pharmacist
on the cardiac arrest team, an in-depth discussion of the role of pharmacologic
intervention, techniques of basic and advanced cardiac life support, and post-
resuscitative care.

PHMY 574— Pharmacotherapeutics I (2)
PHMY 575— Pharmacotherapeutics II (2)

Pharmacotherapeutics is a course in advanced therapeutic decision-making which
parallels the therapeutic topics offered in the Integrated Science and Therapeutics
modules during the third year of the curriculum. The course requires students to
formulate therapeutic decisions based upon case materials and emphasize the
process of decision-making in the presence of multiple patient and agent vari-
ables. As the number of cumulative therapeutic topics increases, the complexity
of the decision-making increases. Students are expected to incorporate data from
the primary literature as part of the therapeutic decision-making process.

PHMY 576 — Advanced Topics in Pharmaceutics (2)

This course will allow students to become familiar with advanced topics in phar-
maceutics. Different topics will be presented in the form of lectures, group dis-
cussions of original papers, and laboratories and will include bile acid

Program Course Descriptions 97

sequestrants, drug dissolution, production methods for inhalation aerosols,
metered-dose inhaler formulation, tablet compaction, pellet drug delivery, critical
formulation and manufacturing variables, oral drug absorption, and novel chem-
ical approaches for targeted drug delivery. Prerequisites: PHAR 535 — Pharma-
ceutics or concurrently enrolled in Pharmaceutics or consent of coursemaster.

PHMY 577 — Pharmacoeconomics (3)

This course is designed to familiarize students with the economic structure, con-
duct, and performance of the pharmaceutical industry. The course includes such
topics as prices and profit in the industry, productivity, costs, economies of scale,
innovation, economic effects of regulation, and cost benefit and cost effectiveness
analysis of pharmaceuticals. Prerequisite: One undergraduate course in econom-
ics or permission of instructor.

PHMY 580— Drugs and Public Policy (2)

An examination oi public policy issues related to drug use in our society. Cases,
small group discussions, and outside experts will be used to analyze contempo-
rary issues affecting pharmacy and health care.

PHMY 581— Research Pathway Seminar (I)

The objective of this course is to provide an overview of pharmaceutical and
other health- and life-science-oriented research by attending research seminars
and participating in the discussion of those seminars.

PHMY 583— Management of Health Care Systems (3)

This course will familiarize students with the different practice settings in inte-
grated health systems ranging from community pharmacies to managed care
organizations and hospitals. Areas that will be covered include pharmacy benefits
management, disease state management, information management, models of
integrated health systems, management of the therapeutic process, negotiating
and networking, and the response of pharmacy practice settings to the changes in
these systems. Prerequisites: PHAR 523 Ethics, PHAR 545 Practice Manage-
ment, PHPC 570 Safe Medication Order Processing in Communit)' Pharmacy
Rotation, and PHPC 571 Safe Medication Order Processing in Institutional
Pharmacy Rotation.

PHMY 584— Patient Counseling (2)

Students will learn key information about the Top 100 prescribed drugs in the
United States. The content will focus on information that needs to be communi-
cated to patients concerning their therapy. This material will reinforce what stu-
dents have learned in other courses. In addition, students will become familiar
with new product-specific material that has not been addressed in the curricu-
lum. Periodic quizzes will assess student knowledge. The Pharmacy Practice Lab-
oratory will also be used to videotape students as they counsel simulated patients.

School of Pharmacy

PHMY 585— Perspectives of Mental Health (2)

This course provides students with an understanding oi the mental health sys-
tem, discusses controversies that may face the practicing pharmacist, familiarizes
students with tools and techniques for studying psychopharmacologic agents,
and helps to define pharmacists' roles in providing mental health care.

PHMY 586— Journal Club (2)

This elective course is abilities-based, structured in a journal club format, and
parallels second-year courses. The elective provides a forum in which students
can practice and enhance oral and written communication skills, literature
retrieval, and evaluation activities, while learning new information relating to
ongoing required coursework. Students select articles from the primary, basic, or
clinical research literature and lead discussions of the articles. The discussions
include study design, informational content, and how articles relate to and
enhance the topics of second-year courses the students are concurrently taking.

PHMY 587— Mammal Anatomy and Histology (2)

This advanced-level elective course provides students a structured opportunity for
a major dissection of two mammalian species. Students observe the location and
structure of all organs of the body and their relation to each other. Working in
pairs at their own pace, students systematically dissect an adult, preserved cat and
a pregnant rat. Prerequisite: PHMY 590 Fetal Pig Anatomy and/or consent of
coursemaster

PHMY 590— Fetal Pig Dissection (I)

This elective course provides students the opportunity to dissect a mammalian
species and observe the location and structure of most organs of the body and
their relation to each other. Prerequisite: PHAR 514 Human Biology 1 and/or
consent of coursemaster.

PHMY 591 — Principles and Practice of Modern Compounding (2)

Using a combination of lectures, problem-solving workshops, and skill-building
laboratories, this course teaches the appropriate extemporaneous compounding
of drug preparations in pharmacies. Prerequisite: PHAR 535 Pharmaceutics.

PHMY 592— Clinical Toxicology (2)

The clinical toxicology course will provide students with an overview of the clini-
cal manifestations, assessment and treatment of poisonings with common drug,
chemical, and biological agents. The format includes lectures by faculty members,
case assignments, and discussions led by students. Course evaluation includes the
discussion sessions, a paper on students' choice of toxicology topic, a midterm,
and a final exam. Prerequisite: Third-year status. Note: This course is highly rec-
ommended as preparation for PHEX 551 Poison Information Rotation.

Program Course Descriptions

PHMY 593— Care of the Terminally III (2)

This course prepares students to interact with terminally ill patients through
increased understanding of the social and psychological aspects of death and
dying as well as the palliative pharmacotherapeutic management of these
patients. Prerequisite: Third-year status.

PHMY 594 — Introduction to Community (2)

This course engages students in service-learning through work with the ENABLE
Program, relating community needs in west Baltimore City to their future role as
pharmacists. Prerequisite: PHAR 532 Longitudinal Pharmaceutical Care L

PHMY 595 — Complementary and Alternative Medicine (2)

This course explores the principles behind the botanical information and folklore
uses of herbal remedies and provides an overview of alternative medicine as it is
currently emerging. Alternative medicine therapies are also discussed: their ratio-
nale, safety, validity, and current therapeutic use.

PHMY 596— Nonprescription Medicine (3)

This course is designed to thoroughly familiarize the student with OTC medica-
tions. Emphasis will be placed on the pharmacology of these drugs, potential dis-
ease states in which the drugs will be used, self-administration techniques,
consideration in selecting a product, triage issues, and patient counseling. Prereq-
uisite: Third-year status.

PHMY 597— Bereavement (I)

This course addresses the skills and knowledge needed to serve bereaved individ-
uals: the theory of attachment, loss, and grief, as well as how to effectively interact
with the bereaved.

PHMY 598 — Effective Leadership and Advocacy

This one-credit elective is offered to provide leadership and political advocacy
development for students, including the officers of student organizations. Students
are expected to be active participants in at least one of the School's student organi-
zations. Students will examine leadership as they explore current health care issues
and gain direct experience in the political process and community action.

EXPERIENTIAL LEARNING ELECTIVE COURSES

The experiential learning elective (PHEX) courses at the School of Pharmacy are
described below. In general, experiential electives can be taken for either 2 or 3
semester hours of credit.

PHEX 540 — Contemporary Pharmacy Practice (2, 3)

PHEX 541 — Leukemial Bone Marrow Transplantation (2, 3)

School of Pharmacy

PHEX 542— Neurology (2, 3)

PHEX 543— Developmental Disabilities

PHEX 550— Parenteral Nutrition (2, 3)

PHEX 551— Drug Information (2, 3)

PHEX 552— Poison Information (2, 3)

PHEX 559— Research (2, 3)

PHEX 560— Adult Internal Medicine (2, 3)

PHEX 561— Ambulatory Care (2, 3)

PHEX 562— Clinical Pharmacokinetics (2, 3)

PHEX 563 — Administration Organizational Management (2, 3)

PHEX 564— Cardiology (2, 3)

PHEX 565— Critical Care/Shock Trauma (2, 3)

PHEX 567 — Diabetes Education and Management (2, 3)

PHEX 570 — Food and Drug Administration (2, 3)

PHEX 571— Surgery (2, 3)

PHEX 572 — Geriatric Pharmacotherapy (2, 3)

PHEX 573— Home Health Care (2, 3)

PHEX 574— Infectious Disease (2, 3)

PHEX 575— HIV (2, 3)

PHEX 576— Medical Oncology (2, 3)

PHEX 578— Transplant (2, 3)

PHEX 579— Investigational Drugs (2, 3)

PHEX 581— Oncology Research (2, 3)

PHEX 582— Pediatrics (2, 3)

PHEX 583— Radiopharmacy/Nuclear Pharmacy (2, 3)

Program Course Descriptions

PHEX 584 — Chemical Dependence Treatment (2, 3)

PHEX 585 — Chemical Dependence Research (2, 3)

PHEX 586— Veterinary Medicine (2. 3)

PHEX 587— Psychiatry (2, 3)

PHEX 588 — Pharmacy Benefits Management (2, 3)

PHEX 589— Special (2, 3)

PHEX 590 — Advanced Community Pharmaceutical Care (2, 3)

PHEX 591— Hospice (2, 3)

NONTRADITIONAL PHARMD (NTPD) PATHWAY

The NTPD Pathway requires 30 credits, including five credits of electives.
Course numbers do not reflect prerequisite sequencing of courses.

PHNT 500 — General Principles of Pharmaceutical Care (3)
(Phased out Fall 2002)

PHNT 505 — Prior Leaning Assessment of Pharmacy Practice (2)
(Phased out Spring 2003)

PHNT 51 1— Practice Management (4) (Final offering Fall 2003)

Practice Management is composed of four modules: financial management, prin-
ciples of management, marketing, and managing pharmaceutical care services.
These modules are desiged to prepare students for the practice management expe-
riential component and to build students' practice management abilities.

PHNT 5 1 2 — Principles of Pharmaceutical Sciences (2)
(Phased out Spring 2003)

PHNT 521— Longitudinal Care (I) (Offered through Fall 2005)

This longitudinal experiential course focuses on assessing the health status of a
cohort of patients in the student's own practice and participating in the manage-
ment of pharmaceutical care needs of these patients during health transitions. It
is expected that students commit a minimum of approximately 45 hours (e.g., an
average of about three hours per week over a semester) to experiential activities in
this course at their own practice site. Students are expected to apply skills from
this course in subsequent pharmaceutical care experiential coursework.

School of Pharmacy

PHNT 531 — Practice Management Planning (2)
(Final offering Spring 2004)

Practice Management Planning will focus on the application of management
principles to a pharmaceutical care service. The course will provide an opportu-
nity for the student to develop a plan defining and justifying a pharmaceutical
care service and an opportunity for implementing the plan.

PHNT 532— Patient Assessment Skills (I)
(Offered Fall 2003 and Summer 2004)

This experiential course focuses on the skills necessary to obtain general pharma-
ceutical care databases and problem-oriented databases from patients. Acquired
skills include both history-taking and physical assessment. Learning experiences
include faculty demonstrations, videos, simulations, and patient encounters. Stu-
dents are expected to apply and practice skills from this course in the program's
other experiential courses.

PHNT 534 — Clinic or Institutional Assignment (I)
(Final offering Spring 2006)

Activities in this spring course include supervised development of pharmaceutical
care plans, triage decision-making, discharge/transition planning, and patient
counseling. Students are assigned to a total of 15 three-hour, faculty-supervised
pharmaceutical care sessions outside their own practice setting.

PHNT 536 — Drug Information Experience (I)
(Offered through Spring 2006)

Pharmacists will acquire and apply drug information skills in their own practice.
Students will develop their own drug information library, access appropriate drug
information databases, and utilize appropriate pharmaceutical and medical litera-
ture to prepare drug information reports. Assignments are made based upon the
needs of the patients in the student's practice and the organizational needs of the
practice site.

PHNT 545— Therapeutics I (3) (Offered Fall 2003 and Fall 2004)

This fall course focuses on common disease entities. Learning experiences include
discussions of pharmacotherapy, case-study analysis, adverse drug reaction analy-
sis, and development of care plans.

PHNT 546— Therapeutics II (3)
(Offered Spring 2004 and Spring 2005)

This spring course focuses on common disease entities and the development of
pharmaceutical and other care plans for patients with these problems. Learning
experiences include discussions of pharmacotherapy, case-study analysis, adverse
drug reaction analysis, and development of care plans. Therapeutics I is not a pre-
requisite for Iherapeutics 11.

Program Course Descriptions

PHNT 547 — Medical Information Analysis (I)
(Phased out Spring 2003)

PHNT 570 — Pharmaceutical Care Experience (3)
(Final offering Spring 2006)

This course is designed to help practicing pharmacists build the skills needed to
deliver pharmaceutical care services to patients. Students develop and implement
triage or discharge plans and pharmaceutical care plans for a cohort of patients
(in addition to the patients accumulated during the longitudinal care experience)
in their own practice. Patients selected for plan development and implementation
must have at least two pharmaceutical care problems. Students communicate
these plans to other health care professionals, monitor the response of patients to
these plans, make any necessary modifications, and assess patients' health out-
comes. Students are expected to commit a minimum of 180 hours (an average of
about 12 hours per week over the semester) to activities related to this course.
During this course, students will be accountable for application of pharmacother-
apy topics acquired through the didactic pharmacotherapeutics courses. Students
completing this course will demonstrate the Nontraditional PharmD Pathway's
terminal performance objectives related to the implementation of pharmaceutical
care services in their practice site.

PHD PROGRAM COURSE DESCRIPTIONS

PHARMACEUTICAL HEALTH SERVICES RESEARCH

PHSR 610 — Pharmacy, Drugs, and the Health Care System (3)

This course examines the principle components of the U.S. health care system,
with special emphasis on their relationship to the provision of drugs and phar-
macy services.

PHSR 620 — Social and Behavioral Aspects of Pharmacy
Practice (3)

The fields of medical sociology, psychology, social psychology, and interpersonal
communication will be studied as they relate to the pharmacy practice system
which involves patients, pharmacists, physicians, nurses, and other health care
professionals.

PHSR 650 — Pharmaceutical Economics (3)

This course is designed to fiuiiiliarizc the student with the economic structure,
conduct, and performance of the pharmaceutical industry. The course includes
such topics as prices and profits in the industry, productivity, cost, economies of
scale, innovation, economic effects of regulation, cost benefit and cost effective-
ness of pharmaceuticals, and efficiency of drug delivery systems. Prerequisite:
One undergraduate economics course or permission of the instructor.

1 04 School of Pharmacy

I

PHSR 670 — Principles of Health Education, Health Promotion and
Disease Prevention (3)

Health education is a scientific process designed to achieve voluntary behavioral
changes to improve health status. Health promotion utilizes health education to
promote health and prevent disease. The PRECEDE Model is used to demon-
strate the analytical process to explore health problems and identify and assess the
behavioral and non-behavioral factors associated with them in order to develop
and evaluate interventions. This course addresses health education at the level of
the individual, the family, and the community at large. Because the relationship
between practitioner and patient is often a major determinant of outcome, health
promotion in the clinical setting is given emphasis.

PHSR 701— Research Methodologies I (3)

This course is designed to introduce the student to the concepts of scientific
research in pharmacy practice and administrative science. Topics to be discussed
include the scientific method and problem-solving processes, social science mea-
surement, and several specific methods of research. Co-requisite: Introduction to
Biostatistics.

PHSR 702— Health Services Research (3)

This course is being revised and the new syllabus will be formalized by fall 2003.
Prerequisite: Introduction to Biostatistics (multivariate regression) or permission
of the instructor.

PHSR 704 — Pharnnacoepidemiology (3)

An introduction to the field of pharmacoepidemiology, which uses quantitative
research methods to examine questions of benefit or risk in regard to the use of
marketed medications. The course is intended to offer useful techniques to med-
ical and health researchers who wish to assess the utilization, effectiveness, and
safety of marketed drug therapies. Prerequisites: Introduction to Biostatistics and
Introduction to Epidemiology.

PHSR 708— Special Problems (1-6)

This course involves students working with faculty members in numerous
research or on a problem. Can be used to finish a cognate area with prior
approval by curriculum committee. It can be undertaken for credit when initi-
ated under the supervision of the student's research mentor or another faculty
member. The student must register for PHSR 708. If the student opts to take
that course, he or she should provide a one-page document which details the
objective of the research and the deliverable expected from the project before the
semester commences. This can be taken for a maximum of six credits per semes-
ter. Non-Dissertation Research Special Problems - used for all Cognate Areas.

Program Course Descriptions

PHSR 709— Graduate Seminar ( I )

This course is a weekly seminar involving graduate students, department faculty,
and participants outside the department. Must be repeated for a total of three (3)
credits.

PREV 600 — Principles of Epidemiology (3)

A comprehensive treatment of the concepts and methods of chronic disease epi-
demiology. Topics include the classification of statistical associations and the
methods for distinguishing between causal and non-causal associations. Case-
control, cohort, and experimental studies are considered in some detail. The
course involves the presentation by students of epidemiological papers, including
those linking lung cancer to cigarette smoking. Co-requisite/Prerequisite: PREV
620 or an Introduction to Biostatistics equivalent.

PREV 6 1 9 — Computer-Aided Analysis of Research Data (2)

Provides the student with comprehensive experience in the application of epi-
demiological and biostatistical methods available in the Statistical Analysis Sys-
tem (SAS). Hands-on experience in weekly workshops is gained by conducting
analyses of existing data designed to answer a research question. A third credit can
be earned through a term project. Co requisite/Prerequisite: PREV 620, previ-
ously or concurrently, and consent of instructor.

PREV 620— Principles of Biostatistics (3)

This course is designed to develop an understanding of statistical principles and
methods as applied to human health and disease. Topics include research design;
descriptive statistics; probability; distribution models; binomial, Poisson and nor-
mal distributions; sampling theory; and statistical inference. Prerequisite: Knowl-
edge of college algebra required. Calculus recommended.

PREV 670 — Psychiatric Epidemiology (2)

This elective critically reviews the methods and major substantive issues in psy-
chiatric epidemiology. Topics include epidemiolog)' of schizophrenia, depression,
and dementia; and possible etiologic significance of socioeconomic status, stress-
ful life events, social supports, crowding, and housing. Study designs used in con-
ducting psychiatric epidemiological research are reviewed through lectures,
seminars, and readings of current literature. Prerequisite: PREV 600 or consent
of instructor.

PREV 700 — Cardiovascular Epidemiology (3)

Is taught in a seminar format in which each student, with faculty guidance,
chooses a current problem in cardiovascular epidemiology and, following a pre-
sentation of the problem, outlines an approach to the problem that is discussed in
class. After incorporating relevant feedback, the student gives a formal presenta-
tion and submits a term paper that represents a comprehensive review of the
topic. Prerequisite: PREV 600 or consent of instructor.

School of Pharmacy

I

PREV 701— Cancer Epidemiology (3)

Is taught in a seminar format in which each student, with faculty guidance,
chooses a current problem in cancer epidemiology and, following a presentation
of the problem, oudines an approach to the problem that is discussed in class.
After incorporating relevant feedback, the student gives a formal presentation and
submits a term paper that represents a comprehensive review of the topic. Prereq-
uisite: PREV 600 or consent of instructor.

PREV 720— Statistical Methods (4)

Course provides instruction on the specific statistical techniques used in the
analysis of epidemiological data. Topics include treatment of stratified and
matched data, detection of interaction, conditional and unconditional logistic
regression, survival analysis, and proportional hazards models. Prerequisites:
PREV 600, PREV 620, and consent of instructor.

PREV 749 — Infectious Disease Epidemiology (3)

Consists of lectures, seminars, and reading assignments designed to promote an
understanding of infectious disease epidemiology, with particular emphasis on
modes of transmission (contact, contaminated vehicles, vector-associated, and
airborne), interventions and approaches to disease control (smallpox, measles,
typhoid, influenza, and hospital infections), infections of public health impor-
tance in Maryland, and use of the laboratory in infectious disease epidemiology.
Prerequisite: PREV 600 and a basic knowledge of medical microbiology.

PREV 758— Health Survey Research Methods (3)

This course leads students through the steps in survey research, from developing
and administering a survey questionnaire to analyzing the data. The final results
of the survey are presented in a paper. Prerequisite: PREV 620 or consent of
instructor.

PREV 801 — Advanced Statistical Analysis (3)

This course includes maximum likelihood methods and likelihood ratio tests;
topics in logistic regression analysis; Poisson regression analysis; survival analysis,
including Cox proportional hazards modeling and parametric modeling; topics
in matrix algebra; and longitudinal data analysis, including the multivariate linear
model, profile analysis, growth curve analysis, GEE methods, and random effects
models for repeated measures analysis. Prerequisites: PREV 619 and PREV 720
or consent of instructor.

PREV 803 — Clinical Trials and Experimental Epidemiology (3)

This course presents a rigorous overview of the experimental method as applied
in therapeutic evaluations and of causal associations between risk factors and clin-
ical outcomes. The history of the experimental method and its clinical applica-
tions are studied in detail. Guest speakers of unique expertise and experience in

Program Course Descriptions

clinical trials also are drawn upon. Prerequisites: PREV 600 or equivalent; at least
one semester of statistics, and consent of the instructor.

Food and Drug Law Seminar (3) UMB School of Law

This seminar considers the U.S. Food and Drug Administration as a case study of
an administrative agency that must combine law and science to regulate activities
affecting public health and safety. The class is designed both for students who
expect to become involved in food and drug matters and for those who are inter-
ested in the interplay of law and science. Topics to be discussed may include: his-
tory of the U.S. Food and Drug Administration; food law, misbranding, and
economic issues; nutritional policy and health claims; regulation of carcinogens,
food additives, and color additives; drug regulation; drug approval process; break-
through drugs and ethics of drug testing; medical device regulation; and regula-
tion of biotechnology. Course requirements include a seminar paper, which may
be written for certification.

Courses at Other University System of Maryland
Institutions/ Schools

These courses may be taken in consultation with and with the approval of your
advisor. See the appropriate university catalog or Web site for complete informa-
tion regarding these courses.

UMBC = University of Maryland, Baltimore County
UMCP = University of Maryland, College Park

ECON 600 — Policy Consequences of Economic Analysis (3) (UMBC)

ECON 601— Macroeconomic Analysis I (3) (UMCP)

ECON 601— Microeconomic Analyses (3) (UMBC)

ECON 603— Microeconomic Analysis I (3) (UMCP)

ECON 604— Microeconomic Analysis II (3) (UMCP)

ECON 605— Benefit-Cost Evaluation (3) (UMBC)

ECON 61 I— Advanced Econometric Methods I (3) (UMBC)

ECON 612— Advanced Econometric Methods II (3) (UMBC)

ECON 621— Quantitative Methods (3) (UMCP)

ECON 622— Quantitative Methods (3) (UMCP)

School of Pharmacy

i

ECON 623— Econometrics I (3) (UMCP)

ECON 624— Econometrics II (3) (UMCP)

ECON 626— Empirical Econometrics (3) (UMCP)

ECON 641 — Economics of Government Policy Toward Business (3)
(UMBC)

ECON 661 — Macroeconomics of Public Finance (3) (UMBC)

ECON 661— The Corporate Firm (3) (UMCP)

ECON 662 — Industry Structure, Conduct, and Performance (3)
(UMCP)

ECON 663— Antitrust Policy and Regulation (3) (UMCP)

ECON 703— Advanced Macroeconomics I (3) (UMCP)

ECON 704— Advanced Macroeconomics II (3) (UMCP)

ECON 723— Time Series Econometrics (3) (UMCP)

POLI 610 — American Political Institutions and Public Policy (3)
(UMBC)

POLI 615— The American Political Arena (3) (UMBC)

POLI 625— The Theories of Public Administration (3) (UMBC)

POLI 626— The American Judiciary and Public Policy (3) (UMBC)

POLI 640— Health Law (3) (UMBC)

POLI 652— Politics of Health (3) (UMBC)

POSI 603— The Theory and Practice of Policy Analysis (3) (UMBC)

POSI 606 — The Politics and Administration of Program Evaluation
(3) (UMBC)

POSI 612— Ethics and Public Policy (3) (UMBC)

POSI 6 1 8 — Issues In Health Care Finance and Service Delivery (3)
(UMBC)

Program Course Descriptions 1 09

POSI 6 1 9 — Organizational Behavior in Health Care Institutions (3)
(UMBC)

PSYC 635— Community Psychology (3) (UMBC)

PSYC 645— Social Psychology (3) (UMBC)

PSYC 651— Cognitive Development (3) (UMBC)

PSYC 665— Drugs and Behavior (3) (UMBC)

PUAF 620— Political Analysis (3) (UMCP)

PUAF 640 — Microeconomic Theory and Policy Analysis (3)
(UMCP)

PUAF 641 — Macroeconomic Theory and Policy Analysis (3)
(UMCP)

PUAF 650— Normative Analysis (3) (UMCP)

PUAF 702— Regulatory Analysis (3) (UMCP)

PUAF 732— Welfare, Health Care and Affirmative Action (3)
(UMCP)

PUAF 735— Health Policy (3) (UMCP)

PUAF 745— Human Health and Environmental Policy (3) (UMCP)

PUAF 671— Public Sector Finance (3) (UMCP)

SOCY 602— Intermediate Procedures of Data Analysis (3) (UMCP)

SOCY 651— Sociology of Health and Illness Behavior (3) (UMBC)

SOCY 652— Health Care Organization and Delivery (3) (UMBC)

604 — Biological Bases of Behavioral Development (3) (UMBC)

School of Pharmacy

ELECTIVE COURSES

POSI 607 — Statistical Applications in Evaluation Research (3)
(UMBC)

PREV 6 1 9 — Connputer-Aided Analysis of Research Data (2)
(UMBC)

PUAF 754 — Operations Research Methods for Policy Analysts (3)
(UMCP)

SOCY 630— Sociology of Aging (3) (UMBC)

SOCY 654— Comparative Health Systems (3) (UMBC)

SOCY 656 — Comprehensive Health Planning for the Elderly (3)
(UMBC)

SOCY 670 — American Social institutions and the Aged (3)
(UMBC)

SOCY 671— Health and Related Social Conditions in Old Age (3)
(UMBC)

PHARMACEUTICAL SCIENCES

PHAR 600 — Principles of Drug Design and Development I (1-3)
PHAR 601 — Principles of Drug Design and Development II (1-3)

Describes the interrelationship among disciplines of the pharmaceutical sciences
and establishes the basic theoretical background essential to the drug design and
development process. Emphasizes ability development; content progresses, begin-
ning with traditional drug design and optimization of drug structure, continuing
with principles of pharmacology, pharmaceutics, biopharmaceutics, pharmacoki-
netics, and drug metabolism. Also covers integrative competency in the final
module. This is a two-semester course divided into seven integrated modules.
These modules relate the various disciplines within the pharmaceutical sciences
to the drug design and development process.

PHAR 602 — Biopharmaceutics/Pharmacokinetics (3)

Focuses on drug absorption, distribution, metabolism, and excretion coupled
with dosage and the parameters of clearance, volume of distribution, and
bioavailability. These processes determine the concentration of drug at the site of
action in the body. Covers the quantitative relationship between dose and effect
as a framework to interpret measurement of drug concentrations in biological

Program Course Descriptions

fluids, and pharmacokinetic principles using mathematical processes and descrip-
tive parameters that describe the time course of drugs in the systemic circulation
and the relationship of drug concentrations to observed effect.

PHAR 608 — Introduction to Laboratory Research (I)

Students become familiar with research conducted by departmental faculty mem-
bers. Rotations through the laboratory of a faculty member help students in their
selection of a doctoral dissertation project. The rotation includes library work
and an opportunity for participation in the experimental aspects of research. Stu-
dents must take at least one laboratory rotation. Students meet with the chairs of
all Research Focus Groups before selecting a rotation site.

PHAR 6 1 0 — Pharmaceutical Formulation/Unit Processes (4)

Addresses the rational design and formulation of dosage forms, and the processes
and equipment in their large-scale manufacture. Consideration is on how the
interplay of formulation and process variables affects both the manufacturabiliry
of the dosage form and its performance as a drug delivery system.

PHAR 620— Modern Methods of Drug Delivery (3)

Focuses on the rationale for existing and future drug delivery systems. Students
explore underlying physical, chemical, and biological basis for each system and
identify benefits and drawbacks. Examples of delivery systems include inhalation
aerosols, transdermal patches, microspheres, implants, and tablets. Emphasis is
on the biopharmaceutics, and transport properties and barriers associated with
each method of delivery. The course also stresses written and oral presentation
skills through student presentations and paper critique sessions.

PHAR 628 — Bioanalytical Separation Techniques (3)

Covers theory and applications of separation techniques used for low molecular
weight compounds, such as most drugs, or for larger biopolymers, such as pro-
teins and DNA. Also covers the separation of chiral compounds, and assay
requirements and techniques for the sensitive and accurate measurement of drugs
and metabolites in biological matrices, with emphasis on pharmacokinetics and
biopharmaceutical applications.

PHAR 638 — Pharmacometrics and Experimental Design (3)

Covers the theoretical and practical application ot statistics and experimental
design to help students use tools in research problems. The class discusses and uses
computer programs to analyze data representing actual experimental situations.

PHAR 639 — Spectrometric Methods of Pharmaceutical
Analysis (3)

Introduces students to spectrometric techniques for the elucidation of molecular
structure and to the analysis of pharmaceutically important materials. The
methodologies covered include ultraviolet, visible, infrared, nuclear magnetic res-
onance, and mass and fluorescence spectrometry. The class includes discussions

School of Pharmacy

of physical principles, instrumentation involved, exercises in the interpretation of
spectrometric data, and examples of applications.

PHAR 648 — Basic Techniques for Pharmacology Research (3)

Covers practical and theoretical aspects of basic pharmacology experimental
methods. The course includes laboratory experiments to exemplify the tech-
niques discussed in the lectures. Students write and submit reports in a selected
pharmacology journal format. Topics include tissue culture, radioisotopes, signal
transduction, radioligand binding, drug metabolism, protein and nucleic acid
identification and quantification, electrophysiological, and in vivo techniques.

PHAR 653 — Advanced Pharmacology I (4)
PHAR 654— Advanced Pharmacology II (4)

Pharmacodynamics is the study of the biochemical and physiological effect of
drugs on biological systems. The course covers mechanisms by which pharmaco-
logical agents interact with the living organism to provide the student with a
rational basis for investigations in biomedical research. Topics include the phar-
macodynamics of drugs influencing the central and peripheral nervous system,
and the endocrine, renal, respiratory, and cardiovascular systems. Lectures supple-
ment weekly conferences and discussion groups.

PHAR 701 — Theoretical Aspects of Liquid Dosage Forms (3)

Collates physical-chemical principles associated with liquid behavior used for
pharmaceutics. Emphasis is on the rationalization of behavior in terms of inter-
molecular forces. These forces manifest themselves as the cohesive forces within
homogeneous liquid systems and interaction (adhesive) forces between phases.
Solutions, suspensions, and emulsions are obvious examples of dosage forms
whose formulation and analysis require a knowledge of the physical and chemical
behavior of liquids. Fewer examples of the necessity for a foundation in liquid
theory can be found on liquid-solid interactions: drying, absorption, filtration,
wetting, and dissolution. Emphasis is on quantitative relationships in all areas.
Students solve problems to apply these relationships to real systems to show their
relevance and utility. This course provides background necessary for the design of
experiments, the interpretation of results, and the promulgation of new theory
regarding pharmaceutical systems that involve liquids.

PHAR 702 — Theoretical Aspects of Solid Dosage Forms (3)

A survey of the performance and processing of solid dosage forms. As most phar-
maceuticals are prepared from powders, emphasis is on identifying, measuring,
and controlling those properties that decide the processing characteristics of pow-
dered materials.

PHAR 708 — Introduction to Pharmaceutical Sciences Seminar (I)

Includes presentations by graduate students, faculty members, and guest speak-
ers. Students make an oral presentation on a preselected topic agreed upon by the

Program Course Descriptions

instructor. Topics include medicinal chemistry, pharmaceutics, pharmacology
and toxicology, and pharmacokinetics.

PHAR 709 — Focus Group Seminar Series (I)

Presentation and critical review of progress in research and surveys of recent
developments in pharmaceutical sciences.

PHAR 729 — Principles of Drug Action (3)

Advanced study of the principles of drug action, carcinogenesis, immunology, the
molecular view of pharmacology, and theoretical principles and practical applica-
tions of molecular modeling. A computer laboratory is associated with molecular
modeling aspect.

PHAR 747 — Advanced Pharmacokinetics (3)

A detailed study of the principles of drug transport, distribution, biotransforma-
tion, binding, and excretion, with emphasis on quantitative aspects and measure-
ment of these processes.

PHAR 75 I— Drug Design (3)

Applications of chemical and biological principles to the rational design of drugs.
Topics include targets of biologically active molecules, approaches to studying lig-
and and target interactions, overview of drug discovery, agents acting on specific
targets, combinatorial chemistry, computation chemistry, and structure-activity
relationships.

PHAR 801— Physical Pharmacy (3)

Covers aspects of physical chemistry that relate to pharmaceutical systems. It is a
logical extension of PHAR 701, with a primary focus on disperse heterogeneous
systems. The design or formulation of a dosage form involves the resolution of a
particular set of problems. Pharmaceutical scientists in the industry involved with
these activities must bring to each situation the basic skills necessary to address
the set of problems. Students experience resolving problems in terms of basic
principles. Topics include colloids, theology, surface chemistry, emulsions, sus-
pensions, complexation, and distribution phenomena.

PHAR 858— Special Topics (1-6)

Students examine an issue of pharmaceutical importance through readings, dis-
cussions, and limited investigations. The student and instructor decide the
research problem and amount of credit before the start of the study.

PHAR 899 — Doctoral Dissertation Research (1-3)

School of Pharmacy

TO REACH THE SCHOOL OF PHARMACY

School of Pharmacy
University of Maryland
20 N. Pine St.
Baltimore, MD 21201
410-706-7650
800-852-2988

Directions

From 1-95: Take 95 to exit Rte. 395 (downtown Baltimore) Martin Luther King
Jr. Blvd. (MLK). Stay in the right lane after exiting onto MLK. At the fourth traf-
fic light, turn right onto Baltimore Street. (The School is on the left at the corner
of MLK and Baltimore Street.) Turn left at the 2nd traffic light onto Paca Street
(get into right lane) and enter the Baltimore Grand Garage on your right. There
is limited metered parking on the streets around the School.

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4 Saratoga St. ►

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Campus Map

Campus Map Index

47 Administration BIdg.

737 W. Lombard St.

49 Allied Health BIdg.

1 00 Penn St.

59 Athletic Center

1 0th Floor, Pratt St. Garage

62 Babe Ruth Birthplace/
Museum

216 Emory St.

63 Baltimore Convention Ctr.

1 W. Pratt St.

52 Baltimore Student Union

621 W. Lombard St.

13 Biomedical Research
Facility

108 N. Greenest.

27 Bressler Research BIdg.

655 W. Baltimore St.

46 Bromo Seltzer Tower

312-318 W. Lombard St.

57 Community Outreach
Police Station

700 W. Pratt St.

43 OavidgeHall

522 W. Lombard St.

19 Dental School

666 W. Baltimore St.

3 Downtown Child Care Ctr.

237 N. Arch St.

41 Dr. Samuel D. Harris
National Museum of
Dentistry

31 S. Greene St.

44 East Hall

520 W. Lombard St.

38 Environmental Health
& Safety BIdg.

714 W. Lombard St.

42 Gray Lab

520 W. Lombard St. (rear)

33 Greene St. BIdg.

29 S. Greene St.

18 Hayden-Harris Hall

666 W. Baltimore St.

22 Hilda Katz Blaustein
Research Center

550 W. Baltimore St. (Rs. 1 & 5)

25 Health Sciences Facility I

685 W. Baltimore St.

39 Health Sciences Facility II

700 W. Lombard St.

53 Health Sciences &

Human Services Library

(HS/HSL)

601 W. Lombard St.

5 Hope Lodge

636 W. Lexington St.

26 Howard Hall

660 W. Redwood St.

37 James T. Frenkil BIdg.

16 S. EutawSt.

7 Lexington Market

400 W. Lexington St.

55 Lombard BIdg.

515 W. Lombard St.

6 Market Center Post Office

130 N. Greenest.

15 Maryland Bar Center

520 W. Fayette St.

61 Maryland Institute for
Emergency Medical
Services Systems

653 W. Pratt St.

40 Maryland Pharmacists
Association

650 W. Lombard St.

24 Medical School Teaching
Facility (MSTF)
685 W. Baltimore St.

23 Nathan Patz Law Center/
Thurgood Marshall
Law Library

500 W. Baltimore St.

64 Oriole Park at Camden Yards

333 W. Camden St.

32 Old St. Paul's Cemetery

12 Parking & Commuter
Services Office

622 W. Fayette St.

9 Pascault Row

651-665 W. Lexington St.

50 Pediatric Ambulatory Ctr.

105 S. Penn St.

17 Pharmacy Hall

20 N.Pine St.

8 Pharmacy Learning Center

HON. Pine St.

4 Pine St. Police Station

214 N. Pine St.

10 Ronald McDonald House

635 W. Lexington St.

2 Saratoga Garage

220 N. Arch St.

1 Saratoga St. Transfer
Station

663 W. Saratoga St.

51 School of Nursing

655 W. Lombard St.

34 School of Social Work

525 W. Redwood St.

58 State Medical Examiners
Building

1 1 1 Penn St.

48 UM Biotechnology Institute

721 W. Lombard St.

45 UM Family Medicine

29 S. Paca St.

56 UM Women's Health

120 Penn St.

28 UM Medical Center (UMMG)
22 S. Greene St.

28c Homer Gudelsky BIdg.

Lombard & Greene Sts.

28a Shock Trauma Center

Lombard & Penn Sts.

28b Weinberg Building

Lombard St.

35 UM Professional BIdg.

419 W. Redwood St.

29 University Plaza

30 University Square BIdg.

1 1 S. Paca St.

16 University Suites at UMB

500 W. Fayette St.

Tower

518 W. Fayette St.

20 Veterans Affairs
Medical Center

ION. Greenest.

11 Walter P. Carter Center

630 W. Fayette St.

21 Westminster Hall

529 W. Fayette St.

31 1 St Mariner Arena

201 W. Baltimore St.

14 100 N. Greenest.

54 1 1 1 S. Greene St.

36 405 W. Redwood St.
60 701 W. Pratt St.

I 1 6 School of Pharmacy

Jniversity of Maryland, Baltimore

Pi

isit www.umaryland.edu/map for an online version of the
impus map.

University of Maryland

SCHOOL OF PHARMACY

20 North Pine Street
Baltimore, Maryland 21201
410-706-7650
800-852-2988

2005-2007

Catalog

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UNIVERSITY OF MARYLAND SCHOOL OF PHARMACY

2005-2007 Catalog

Doctor of Pharmacy (PharmD) Program

Pharmaceutical Heahh Services Research
Doctor of Philosophy (PhD) Program
Pharmaceutical Sciences Doctor of
Philosophy (PhD) Program

School of Pharmacy

University of Maryland

20 N. Pine St.

Baltimore, MD 21201-1180

PROGRAM INFORMATION

PharmD Admissions Office

Phone:

410-706-7653 or

800-852-2988 (Toll Free) (TTDY)

E-mail:
pharmdhelp(g)rx.umaryland.edu

Web Site:

www.pharmacY.umarYland.edu/admissions

Nontraditional PharmD
Pathway Information

410-706-0761

Pharmaceutical Health

Services Research (PhD) Program

410-706-7613

Pharmaceutical Sciences (PhD) Program

410-706-0549

Student Affairs

410-706-7653

Deans OfBce

410-706-7650

University Financial Aid Office

410-706-7347

Development Offite/Alumni Association
410-706-5893

School Web Site

^'"'".'■•■ohnrmacY.umarYland.edu

The UniversitY of Maryland is accredited by the Middle
States Association of Colleges and Schools. The School of
Pharmacy's Doctor of Pharmacy (PharmD) and contin-
uing education programs are accredited by the American
Council on Pharmaceutical Education. For additional
information, write ACPE, jn W. Superior St., Chicago,
IL 60610 or call p2-664-}^7^. The School is a member
of the American Association of Colleges of Pharmacy.

The School reserves the right to make changes in
requirements for admission, curriculum, standards for
advancement and graduation, and rules and regulations.

NOTE: Notwithstanding any other provision of this
or any other University publication, the University
reserves the right to make changes in tuition, fees and
other charges at any time such changes are deemed nec-
essary by the University and the University System of
Maryland Board of Regents.

The University of Maryland School of Pharmacy is
committed to providing equal education and employ-
ment opportunity in all of its programs.

The University and the School of Pharmacy do not
discriminate on the basis of race, color, religion, age,
ancestry or national origin, gender, sexual orientation,
physical or mental disability, marital status, or veteran
status. Exceptions are as allowed by law, for example,
due to bona fide occupational qualifications or lack of
reasonable accommodations for disabilities.

Produced by the University of Maryland Office of
External Affairs. 200^.

2005-2007 CATALOG

UNIVERSITY OF MARYLAND
SCHOOL OF PHARMACY

CONTENTS

MESSAGE FROM THE DEAN

SCHOOL OF PHARMACY i

History i

Mission i

Vision 1

Administrative Offices 2

Departments 3

Lecture Series 4

Endowed Chairs 4

Research and Service Centers 5

Resource Programs 6

University of Maryland, Baltimore 7

DOCTOR OF PHARMACY 9

(PHARMD) PROGRAM

Admissions Information 9

PharmD Program Description 12

PharmD Program Summary 16

PharmD Dual Degree Programs 17

Licensure Requirements 18

DOCTOR OF PHILOSOPHY PROGRAMS 19

Pharmaceutical Health Services Research 19

Pharmaceutical Sciences 22

POST-GRADUATE EDUCATION AND TRAINING ... 29
Residency and Fellowship Training Programs 29

STUDENT INFORMATION 31

Commitment to Diversity 31

Compliance With ADA Legislation 31

Health Insurance 31

Student Honors and Awards 31

Student Organizations 32

FINANCIAL INFORMATION 33

Tuition and Fees 33

Late Registration 33

Determination of In-State Residency 33

PharmD Student Financial Aid 33

School of Pharmacy Scholarships 33

Loan Funds 35

Veterans Financial Aid 36

PhD Student Financial Aid 36

PHARMD POLICIES AND PROCEDURES 37

Registration Policies 37

Transfer Coursework Policy 37

Academic Status Policies 38

Academic Integrity Policies and Procedures 43

Other School Policy Statements 49

UNIVERSITY OF MARYLAND 51

POLICY EXCERPTS

ADMINISTRATION AND FACULTY 56

PROGRAM COURSE DESCRIPTIONS 70

PharmD Course Descriphons 70

Nontraditional PharmD Pathway 81

PhD/ Pharmaceutical Health Services Research .... 82
PhD/Pharmaceutical Sciences 84

DIRECTIONS TO THE

SCHOOL AND CAMPUS MAP 87

MESSAGE FROM THE DEAN

^f^m

Drugs play a key role in mod-
ern health care to help people
get and stay well. Pharmacy
is the profession that works
with patients and their physi-
cians to make the best use of
medications. The University
of Maryland School of Phar-
macy offers several programs
to prepare individuals for the
practice of pharmacy or for independent basic or
clinical research. Whether you are interested in
becoming a pharmacist, obtaining a residency in
pharmacy practice or a clinical specialty, or pursuing
graduate studies in the pharmaceutical sciences,
pharmaceutical health services research, or the clini-
cal sciences, the excellent faculty members at the
School are here to help you learn.

Our Doctor of Pharmacy (PharmD) program
emphasizes problem solving and critical thinking
and qualifies the graduate for national and state
licensing exams. Maryland students learn to practice
as patient-oriented healthcare professionals who will
work as part of an interdisciplinary team. The cur-
riculum is innovative and flexible. PharmD students
can choose from many electives, explore pathways
that focus on areas of interest, and seize opportuni-
ties to work closely with members of our large and
excellent faculty. To round out their education, stu-
dents elect practice rotations from among hundreds
of preceptors working in every imaginable setting in
which pharmacy is the focus.

In addition to our PharmD program, we offer
graduate programs in Pharmaceutical Sciences and
Pharmaceutical Health Services Research. Our PhD
students develop the knowledge and skills necessary
to conduct independent research. Our graduates go
on to direct the discovery, development, and delivery
of medications for safe and effective therapy as well
as to improve pharmaceutical outcomes and geriatric
care. They find careers in academia, the pharmaceu-
tical industry, and government institutions.

The mission of the University of Maryland
School of Pharmacy is to enhance health through
innovation and excellence in pharmaceutical
education, research, practice, and public service.
It is our vision to lead the way in advancing the
profession of pharmacy. Our graduates are proud
to be known as Maryland Brand Pharmacists.
This catalog serves as a starting point and a
reference for information about the Universit>' of
Maryland School of Pharmacy. It was published in
the fall of 2005. To make sure you have the very
latest information on the School of Pharmacy, con-
sult our Web site at www.pharmacy.umaryland.edu.
You will find not only the latest catalog information,
but also news and other features about our School.

^M^/^^^^^r^

David A. Knapp, PhD

Dean

University of Maryland School of Pharmacy

SCHOOL OF PHARMACY

2005-2007 CATALOG I 1

HISTORY

The University of Maryland School of Pharmacy has
a rich and distinguished heritage. First incorporated
as the Maryland College of Pharmacy on January 27,
1841, it is one of the oldest pharmacy schools in the
country. Primarily an independent institution until
1904, the Maryland College of Pharmacy then
became the Department of Pharmacy of the Univer-
sity of Maryland. In 1920, the University of Mary-
land in Baltimore merged with the Maryland State
College at College Park to form the State University.
Today, the School of Pharmacy is one of six profes-
sional schools and a graduate school that comprise
the University of Maryland in downtown Baltimore.

Throughout its history, the School of Pharmacy
has been a local and national leader for the profes-
sion of pharmacy. It was a founding member of the
American Association of Colleges of Pharmacy, the
national organization of faculty and schools and col-
leges of pharmacy. The School was also instrumental
in the formation of the Accreditation Council for
Pharmacy Education, the national accreditation
organization for educational programs in pharmacy.

In 1970, through the efforts of the School and the
Maryland Board of Pharmacy, Maryland became the
first state to replace unstructured internships with a
professional-experience program incorporated in a
school's curriculum, setting a national standard for
professional pharmacy education. In 1993, the
School again set the pace for curriculum reform by
adopting a four-year Doctor of Pharmacy program as
its sole professional educational program. The
PharmD is now the required program in all schools
and colleges of pharmacy nationwide.

The University of Maryland School of Pharmacy is
a comprehensive institution, offering not only the
Doctor of Pharmacy degree, but also post- PharmD
residency and fellowship opportunities, two Doctor of
Philosophy programs training independent scientists,
and a variety of dual degree programs with law, busi-
ness and the pharmaceutical sciences. The School's
research program in pharmaceutical health services
and pharmaceutical sciences is at the cutting edge of
scholarly advances. A wide range of clinical service
programs provides excellent pharmaceutical care to
patients. Community outreach programs touch thou-
sands of individuals through the Maryland Poison
Center, The Peter Lamy Center for Drug Therapy and
Aging, the Drug Information Center, and the Office
of Substance Abuse Studies.

The University of Maryland School of
Pharmacy not only prepares future generations
of Maryland Brand Pharmacists, it also reaches
out to the community every day, and engages in
scholarship that will contribute mightily to the
health and well-being of society.

MISSION

We enhance health through innovative pharmaceutical
education, research, practice, and public service.

VISION

We lead the way in advancing the profession of
pharmacy.

In our innovative educational, research, and
practice settings, students gain the knowledge and
skill to excel in a variety of pharmaceutical careers.
Employing a spirit of discovery fostered during the
course of their studies, our graduates are leaders
wherever they practice, conduct research, or'teach.
They are essential contributors in the dynamic
health care arena meeting the need for pharmacists
within the state of Maryland and beyond.

As a top-5 research school, we apply an integrative
understanding of drug discovery, development, and
utilization in conducting groundbreaking and trans-
lational research. The outcomes from this research
make a major impact on the quality and longevity of
people's lives.

We are a formidable influence in shaping drug
policy and pharmaceutical practice. Our community
service programs bring education and care to people
in Baltimore and throughout the state. These
endeavors, coupled with our national and interna-
tional collaborations, improve the effectiveness of
pharmaceutical care throughout the world.

Our faculty, staff, and students create and sustain
a welcoming and supportive environment where
people develop professionally and use their knowl-
edge and talents to realize this vision.

2 I SCHOOL OF PHARMACY

ADMINISTRATIVE OFFICES

ACADEMIC AFFAIRS

The Office of Academic Affairs provides leadership
and administrative management in all professional
education programs. The associate dean for aca-
demic affairs provides oversight of professional cur-
ricula, including pathways, experiential learning, and
joint degree programs, and is responsible for: sched-
uling, educational technology, appointment of gradu-
ate teaching assistants, liaison with other academic
units of the University, and continuing professional
education. The associate dean for academic affairs is
also responsible for program assessment and meets
with the Educational Advisory Committee, composed
of members of the external professional pharmacy
community, to identify and discuss important issues
affecting the educational programs at the School and
to provide advice on those issues. Also, this associate
dean coordinates initiatives in the international
arena that deal with pharmacy education. The
School's Student Discipline and Grievance Commit-
tee handles issues surrounding academic integrity
and student behavior.

FINANCE AND ADMINISTRATION

Under the direction of the associate dean for adminis-
tration and finance, the Office of Administration and
Finance provides leadership and oversight of basic
infrastructure support services necessary for the
School to carry out its mission. For more information
call 410-706-7651. The following units fall under this
division of the dean's office:

• Computer and Network Services
Responsible for the operation, planning, and
maintenance of the School's computer systems
and network.

• Facilities and Laboratory Support Services
Responsible for maintenance of public areas,
classrooms and common laboratory equipment
and for internal relocations, renovations and
new construction. Assists with security and
environmental health and safety issues.

• Integrated Business Services

Responsible for human resources, payroll, exter-
nal reporting, budgeting and business/financial
services for the School.

. Dean's Office Staff

Supports the dean and daily operations of the
dean's office, including event coordination,
room scheduling, support of academic affairs
and special projects.

STUDENT AFFAIRS

The Office of Student Affairs provides a variety of
services to enhance the student learning experience
and to support students during their academic
career The Office of Student Affairs is under the
direction of the associate dean for student affairs, the
assistant dean of student services, four professional
staff and an administrative assistant. The office is
responsible for recruitment, admission, academic
progression, and graduation of PharmD students
and is involved with veteran affairs, financial aid,
student leadership development, counseling
programs and the operations of the experiential
learning program. Other services include personal
counseling, advising and tutoring systems, career
development, and special programs, such as the
White Coat Ceremony and Open House. For more
informarion about the Office of Student Affairs, see
www.pharmacY.umarYland.edu/studentaffairs/.

DEVELOPMENT/ ALUMNI ASSOCIATION

The Office of External Affairs is responsible for
idenfifying and raising funds from private sources
to include individuals, corporations and foundarions.
Working closely with the dean, the Board of Visitors,
alumni, and faculty, fundraising efforts are focused
on garnering support for student scholarships,
faculty enhancements, and strengthening academic
programs by increasing endowments and discre-
tionary funds through annual, special, major, and
planned gifts. The School of Pharmacy is very proud
to recognize donors who contribute $1,000 or more
annually through the David Stewart Associates, the
major giving club for alumni, friends, and faculty
members. This office also provides school-based
support to the Alumni Association as it plans the
Graduation Banquet, Reunions and other activities
to promote the School to its constituencies.

The mission of the School of Pharmacy Alumni
Association is to strengthen and enhance the School
by fostering communications, social interactions,
and a sense of pride in the School and the profes-
sion. The Alumni Association provides a compli-

2005-2007 CATALOG

mentary and lifetime membership to each graduate
of the School of Pharmacy upon matriculation.
Each year, the association sponsors a spring
banquet honoring the graduating class and the
50-year class. In 2005, the Alumni Association, in
conjunction with the School of Pharmacy, initiated
the Alumni/ Preceptor Awards Banquet to recognize
the outstanding volunteer efforts of alumni and
friends whose contributions directly impact the rich-
ness of the student experience and the professional
legacy the School of Pharmacy enjoys. The Alumni
Association participates in the student admissions
process and in the School's fund-raising activities,
offers networking opportunities to alumni and
students, and awards eight academic scholarships
to deserving students per academic year. For more
information, visit the Alumni and Friends Web site
at www.phannacy.umaryland.edu/alumni/ .

MARKETING AND COMMUNICATIONS

The manager of marketing and communications is
responsible for producing School and alumni publi-
cations and for disseminating to the public relevant
news and information regarding the activities of its
faculty, students, and alumni.

DEPARTMENTS

PHARMACEUTICAL HEALTH
SERVICES RESEARCH

The Department of Pharmaceutical Health Services
Research's mission is to improve health among
diverse populations through health services and
other drug-related research, education, service and
community outreach. Helping the department reach
its goals are the Center on Drugs and Public Policy;
The Peter Lamy Center for Drug Therapy and Aging;
Enhancing Neighborhood Action By Local Empower-
ment (ENABLE); Pharmaceutical Research Comput-
ing; and the Office of Substance Abuse Studies. (See
descriptions under Centers and Resource Programs
in this catalog.) Additionally, the department values
excellence in teaching, research, service, and the con-
tributions of its members to the department. School,
University, state, profession, and health care com-
munity. For more information about the Department
of Pharmaceutical Health Services Research, see
www.pharmacy.umaryland.edu/phsr/.

PHARMACEUTICAL SCIENCES

The mission of the Department of Pharmaceutical
Sciences is to advance the field of pharmaceutical
science through state-of-the-art research and
discovery in the areas of cellular and chemical
biology, neuroscience, pharmacology, and biophar-
maceutics and drug delivery. This multidisciplinary
research develops new methodologies for drug
discovery that identify targets for drug development,
develops new pharmacotherapeutic agents, and
develops and optimizes new drug delivery systems.
Pharmaceutical Sciences is committed to the innova-
tive education of graduate and professional students
through a scientifically integrated program to
become outstanding pharmaceutical scientists
and pharmacists. Furthermore, the department is
committed to serve the needs of the School,
University, and community. For more information
about the Department of Pharmaceutical Sciences,
see www.pharmacy.umaryland.edu/psc/.

PHARMACY PRACTICE AND SCIENCE

The Department of Pharmacy Practice and Science
promotes the health and well-being of the public by
advancing the practice of pharmacy and generating
and disseminating new knowledge related to
pharmacy practice and drug use. The department
approaches these goals by: i) preparing professional
students, graduate students, residents, fellows, and
pharmacists for the future through a variety of
academic, training, and mentoring programs; 2)
providing an environment conducive to the develop-
ment of faculty and staff; 3) furnishing expertise,
support, and leadership to professional, governmen-
tal, community, and health-related organizations and
agencies; 4) fostering research into the clinical and
social sciences related to pharmacy practice and
drug use; 5) encouraging the development of new
and innovative pharmacy practice and role models;
and 6) providing a structure that supports these
efforts. The department values excellence in
teaching, practice, research, and service, and the
contributions of its faculty and staff to the depart-
ment. School, University, state, profession, and
health care community. For more information about
the Department of Pharmacy Practice and Science,
see www.pharmacy.umaryland.edu/pps/.

4 I SCHOOL OF PHARMACY

LECTURE SERIES

The School supplements its regular curriculum with
the following special lectures and symposia:

• Francis S. Balassone Memorial Lecture

The Maryland Pharmacists Association, the
School of Pharmacy Alumni Association, and
the School sponsor this lectureship as a memo-
rial to Francis S. Balassone. He was a 1940 grad-
uate of the School, a past president of the
Alumni Association, a distinguished former fac-
ulty member, and a past president of the
National Association of Boards of Pharmacy.

• Dean's Colloquium

The Dean's Colloquium brings together stu-
dents, faculty members, and nationally recog-
nized scientists and clinicians to discuss
contemporary issues of relevance to pharmacy
and health care. These seminars provide
unusual opportunities for interaction and
exchange of new information on topics related
to pharmacy practice and science.

• Andrew G. DuMez Memorial Lecture

This lectureship was established in 1969 by Mrs.
DuMez in memory of her husband, Dr. Andrew
G. DuMez, Dean of the School of Pharmacy from
1926 to 1948, Dr DuMez was a distinguished
educator and leader in pharmacy in Maryland,
the United States, and around the world.

• Ellis S. GroUman Lecture
in Pharmaceutical Sciences

Mrs. Evelyn Grollman-Glick funded a lecture
program in memory of her brother, Ellis Groll-
man, in 1983. He was a 1926 graduate of the
School. Each year a nationally recognized
researcher in the pharmaceutical or related
basic sciences is invited to present this lecture.

• Peter P. Lamy Lecture

The Peter P. Lamy Lecture was inaugurated in
1992 in recognition of Dr. Lamy's career as an
intemationally recognized authority on geri-
atrics and gerontology. This lecture provides an
opportunity for pharmacists to discuss critical
issues in the care of the nation's elderly

• Paul A. Pumpian Lecture Fund

Tliis lectureship was established in 1993 by Mr.
Pumpian, a former professor at the School. The
lecture brings distinguished leaders to the
School to discuss health care policy issues affect-
ing the nation.

ENDOWED CHAIRS

The School has the following endowed chairs:

• The Emerson Professorship in Pharmacology

was endowed in 1927 as a chair in Biological
Testing and Assay by Captain Isaac Emerson,
president of the Emerson Drug Company The
first chair was filled by Dr. Marvin Thompson, a
pharmacologist at the Food and Drug Adminis-
tration at the time. Dr. Clifford W. Chapman, a
pharmacologist from the Canadian National
Laboratories, was appointed to the chair in 1938.
Dr. Casimer Ichniowski and Dr. Naim Khazan
were the third and fourth appointees to the
chair. In 1988, Dr. Gerald M. Rosen was
appointed Emerson Professor. Dr. Rosen's
appointment as Emerson Professor led to his
being named an Eminent Scholar by the Mary-
land Higher Education Commission.

• The Evelyn Grollman-Glick Professorship in
the Pharmaceutical Sciences was established in
April 2003 through the bequest of the late Evelyn
Grollman. In 1983, Evelyn Grollman established
a Lecture Fund in honor of her brotlier. EUis
Grollman, a 1926 graduate of the School. The
endowed professorship will be used to recruit an
eminent pharmaceutical scientist to flirther
strengthen the School's research program.

• The Parke-Davis Chair in Geriatric Pharma-
cotherapy was established in 1990 with a $1
million gift from the Warner-Lambert Co. on the
eve of die 125th anniversary of Parke-Davis and
the School of Pharmacy's 150th anniversary. The
endowment underwrites the School's continu-
ing commitment to geriatric pharmacotherapy
as exemplified by the accomplishments of the
late Peter P. Lamy, the first holder of the Parke-
Davis Chair. Dr. Bruce C. Stuart is current
holder of this chair.

• The Ralph Shangraw/Noxell Endowed Chair
in Industrial Pharmacy and Pharmaceutics is
named for the late professor of pharmaceutics
Ralph F. Shangraw, who served on the faculty of
the University of Maryland School of Pharmacy
during his entire careen He not only was an
intemationally recognized pharmaceutical sci-
entist, he was also a dedicated teacher who was
one of the first to be honored by the American
Association of Colleges of Pharmacy as a Distin-
guished Educator.

2005-2007 CATALOG | 5

RESEARCH AND SERVICE CENTERS

. The Center on Drugs and Public Policy (CDPP)

contributes to informed debate of drug policy
issues in our society. CDPP research and educa-
tional programming has provided thought-pro-
voking analysis and focused dialogue on drug
use and public policy since 1987. The CDPP
specializes in providing credible, unbiased, and
pragmatic solutions for government agencies,
the pharmaceutical industry, professional organ-
izations, and private businesses on public health
issues and practices involving medication use
and regulatory matters. For more infonnation,
see www.pharmacy.umaryland.edu/cdpp/.

. The Computer-Aided Drug Design (CADD)

Center was created to foster collaborative
research between biologists, biophysicists, struc-
tural biologists and computational scientists at
the University of Maryland, Baltimore, and
beyond. The major goal of the CADD Center is
to initiate these collaborations leading to the
establishment of research projects to discover
novel chemical entities with the potential to be
developed into novel therapeutic agents. For
more information, see www.pharmacy.
umaryland.edu/cadd/.

• The University of Maryland Drug Information
Center (UMDI) The mission of the UMDI is to
provide comprehensive medical information to
not only contract affiliated institutions, but also
to the general public. The provision of service
includes but is not limited to, patient-specific
and adverse drug reaction consultations, guide-
lines for use, formulary monograph/review
preparation and management, and newsletter
support. The UMDI and its staff are also
charged with the education of UMB pharmacy
students in the practice of medical literature
analysis. Students are educated on the proper
utilization of online databases and search
strategies in the hope of making them more
proficient in the assimilation of information.
The UMDI also participates in an ongoing
Internet Drug Information Service, which pro-
vides World Wide Web users the ability to sub-
mit questions to qualified, trained, pharmacy
staff. These questions are not limited in any
way to geographic region or subject. The
UMDI answers each question on an individ-
ual basis, usually within three business days,
many within hours. For more information,
see www.pharmacy.umarYland.edu/umdi/ .

The Maryland Poison Center is certified by the
American Association of Poison Control Cen-
ters (AAPCC) as a regional poison center provid-
ing poisoning triage, treatment, education, and
prevention services to aU Mary landers. This
service is staffed by pharmacists and nurses,
who have specialized clinical toxicology training,
24 hours a day, every day of the year. All of our
specialists have been certified by the AAPCC as
Specialists in Poison Information. The mission
of the Maryland Poison Center is to decrease the
cost and complexity of poisoning and overdose
care while maintaining and/or improving
patient outcomes. We are continuing to work
toward this mission by conducting research on
the management of poisoning and overdose
patients, through public education to try to pre-
vent poisonings from occurring, by training
health professionals (pharmacists, nurses,
physicians, paramedics) in the management of
poisoning and overdose care, and by working
with the public health infrastructure in Mary-
land to help recognize poisorung challenges and
working to respond to those challenges. For
more information, see www.mdpoison.com/ .

The Center for Nanomedicine and Cellular
Delivery was designed to create a multidisdpli-
nary environment that will provide expertise and
foster collaborations for the design, development
and translation into clinic of nanosystems for
use as therapeutic and diagnostic purposes. The
use of nanotechnology in medicine is termed
nanomedicine. Such systems can increase the
efficacy and decrease toxicity of drugs. Expertise
of faculty members of the center include chem-
istry, engineering, pharmaceutical sciences and
drug delivery, and clinical research. The center
provides research and educational opportunities
for students, faculty and the larger scientific
community in the emerging area of nanomedi-
cine. For more information, see www.pharmacy.
umaryland.edu/nanomedicine/ .

6 I SCHOOL OF PHARMACY

The Peter Lamy Center for Drug Therapy
and Aging serves as the focal point for
geriatric research, education, and service
within the University of Maryland School of
Pharmacy. The center is dedicated to improv-
ing drug therapy for aging adults through
innovative research, education, and clinical
initiatives. The center produces new scientific
knowledge with practical applications for
improving outcomes of pharmaceutical care
for elderly patients. The center provides stu-
dents, practitioners, and other caregivers wdth
up-to-date and accessible information on best
practices in geriatric pharmacotherapy. The
center also works to strengthen the tie
between education and practice by giving fac-
ulty members and pharmacy residents oppor-
tunities to apply principles of pharmaceutical
care to older patients in various settings.
For more information, see www.pharmacy.
umaryland.edu/lamy/.

The Pharmaceutical Research Computing
(PRC) is a research center within the Depart-
ment of Pharmaceutical Health Services
Research in the University of Maryland School
of Pharmacy. The staff is a group of highly
skilled professionals in the fields of information
technology, statistics, and pharmacy. Together,
they strive to provide quality research support
for faculty, post-doctoral fellows, graduate stu-
dents and other researchers with data warehous-
ing and analysis needs. PRC is self supported
by revenues generated from the services it
provides. For more information, see www.
pharmacy.umaryland.edu/prc/about.htm.

The Office of Substance Abuse Studies
(OSAS) was founded in 1986. The mission of
the Office of Substance Abuse Studies at the
University of Maryland School of Pharmacy is
to improve programs of substance abuse treat-
ment and prevention and to explore the inter-
section of substance abuse and pharmacy
practice in our society. For over 20 years OSAS
has been providing education, research, and
service programs in the field of substance abuse
for health professionals and the community at
large. The OSAS sponsors the Student Commit-
tee on Drug Abuse Education and its quarterly
newsletter PharmAlert. For more information,
see www.pharmacy.umaryland.edu/~osas/.

RESOURCE PROGRAMS

• The Biomedicinal Chemistry NMR Center

houses a GE 300 MHZ nuclear magnetic
resonance spectrometer. The superconducting
magnet, the heart of the instrument, is perma-
nently immersed in a vacuum-jacket reservoir
of liquid helium (-26o°C) and allows the
detection and accurate determination of pro-
tons, I 3C, 3 iP and other nuclei of biological
importance. The NMR was the first instru-
ment of its kind on campus, and it opened
up many new avenues of research within the
School, greatly increasing the number of
inter- school collaborative ventures. For more
information, see www.pharmacy.umaryland.
edu/psc/nmr/.

• The ENABLE (Enhancing Neighborhood
Action By Local Empowerment) Community
Health Workers Program recruits and trains
community residents to be Community Health
Workers (CHWs). They receive intense training
in chronic illness, case management, resource
identification, and community outreach. Once
trained, they are placed in local clinics and
schools, identify clients in need, win their
clients' trust, identify their symptoms, teach
them preventive measures, and make sure
clients keep regular doctors' appointments and
follow treatment regimens. The mission of
ENABLE CHW is to serve community resi-
dents, to enable them to improve their health
outcomes through home-based individual care,
case management, education, monitoring, and
follow-up. For more information, see
www.oea.umaryland.edu/gov/community/
programs /pharmacy.html#i.

• The Mental Health Program of the School of
Pharmacy is a joint venture with the Develop-
mental Disabilities Administration and Mental
Hygiene Administration of the state of Mary-
land, hs primary goals are to improve and main-
tain all aspects of pharmacy practice within the
state's mental health facilities and provide lead-
ership in the field of psychiatric pharmacother-
apy for state programs and facilities. The
program also serves as a site for pharmacothera-
peutic and administrative research in mental
health, a testing ground for innovative strategies
in mental health pharmacy practice and a

J

2005-2007 CATALOG | 7

training resource for mental health-related
issues. Members of the School's faculty serve at
seven mental health sites around the state. For
more information, see www.umaryland.edu/pps/
residents /psych. htm.

The Nuclear Magnetic Research Center (NMR)
is housed in the School of Pharmacy and the
Health Sciences Facility II. The determination
of ligand binding sites, and of the structures of
their complexes with target biomolecules, is
integral to drug discovery and delivery as it
greatly aids the optimization of binding site
interactions. The NMR Center is well equipped
for the determination and verification of the
structures of anti-cancer agents, target biomole-
cules (i.e., DNA, RNA, and protein), and drug
transport compounds, as well as the complexes
of these. The center has multi-field-strength
capabilities, as it owns two NMR spectrometers,
a GE-QE 300MHz and a Varian INOVA 500
MHz, and jointly owns two additional spectrom-
eters, operating at 600 MHz and 800 MHz.
These machines, jointly owned by the School of
Pharmacy and the School of Medicine are a
Bruker AMX 600 MHz and a Bruker Avance
800 MHz spectrometer. Both of these have cry-
oprobes to improve signal-to-noise and decrease
spectrum acquisition time, by reducing the elec-
trical noise of the system. This is most useful
for biomolecular structure and dynamics stud-
ies. In addition, QSAR-type screening of small
libraries of potential anti-cancer agents can be
performed, with larger libraries possible once
the purchase of an auto-sampler is arranged.
For more information, see www.pharmacy.
umaiyland.edu/psc/nmr/.

UNIVERSITY OF MARYLAND,
BALTIMORE

The University of Maryland, Baltimore, is on the west
side of downtown Baltimore, a short walk from the
Inner Harbor's waterfront museums, restaurants,
hotels, and shops, and from Camden Yards and the
Super Bowl champion Ravens' M&T Bank Stadium.

The 50-acre campus is a mix of historic buildings
and high-tech labs and health facilities, including the
University of Maryland Medical Center and the Vet-
erans Affairs Medical Center. The sbc professional
schools and a graduate school are dedicated to excel-
lence in professional and graduate education,
research, public service, and patient care.

With approximately $390 million in sponsored
activities for Fiscal Year 2005, the University uses
state-of-the-art technological support to educate
leaders in health care delivery, biomedical science,
social services, and law. The campus fosters eco-
nomic development in the state by conducting
internationally recognized research to cure disease
and to improve the health, social functioning, and
just treatment of the people served. The University
is committed to ensuring that the knowledge it
generates provides maximum benefit to society,
directly enhancing the community. For more
information about the campus see www.umaryland.
edu/prospective/index.html#getting.

8 I SCHOOL OF PHARMACY

(left to right) Students Jason Katzoff and Joseph Lew,
in the Practice Lab.

(left to right) Josephine Leung, Annette Gbemudu, Samuel Lee, Jennifer
Huang, Andrew Levine, Doan Nguyen, Cina Yi, and Stacy Calloway at the
Academy of Managed Care Pharmacy Convention in Denver, Colo.

2005-2007 CATALOG | 9

DOCTOR OF PHARMACY (PHARMD) PROGRAM

' The Doctor of Pharmacy (PharmD) program at
the University of Maryland has been developed in
partnership with practitioners from all areas of
pharmacy and emphasizes problem solving, critical
thinking, patient-focused content, and experiential
opportunities across the breadth of practice. Due in
part to this innovative curriculum, the School is
ranked in the top lo among the nation's pharmacy
schools. For more information about the PharmD
program, see www.pharmacy.umaryland.edu/
admissions/ pharmd.htm.

COALS OF THE PHARMD CURRICULUM

The goals and objectives of the PharmD

program are:
j • To help individuals gain the knowledge and

skills necessary to begin pharmacy practice, and
in so doing, accept and perform professional
responsibilities with competence. Graduates
should have the ability to adapt their practice to
the changing health care system and should be
prepared to engage in a continuing program of
professional development.

• To provide the professional curricula that will be
innovative and flexible, based on strong basic
sciences, have extensive clinical content taught
by practice-based faculty members, and empha-
size the development of problem solving and
collaborative skills. The curricula also will pro-
vide the opportunity for advanced professional
and clinical education.

• To create an educational community that
extends beyond traditional classroom sites and
offers students and faculty members a variety of
learning environments. These will include ail-
tural and interprofessional programs that
broaden the experiences of our graduates.

ADMISSIONS INFORMATION

An admissions committee comprised of faculty
members and students reviews official transcripts,
letters of recommendation, work experience,
extracurricular activities, and PCAT results to make
admissions decisions. Applicants are invited to inter-
view with faculty members, alumni, and students.
During the interview, the applicant is assessed on
factors such as problem solving ability, professional

and social awareness, verbal and written communi-
cation skills, integrity, maturity, and motivation. Fol-
lowing the interview, the admissions committee
makes a decision based on the applicant's creden-
tials, and qualities evaluated during the interview.
Academic achievement and/or high PCAT scores do
not, in themselves, ensure acceptance into the
PharmD program.

While a minimum GPA of 2.5 (A=4.o) is required
for admissions consideration, the average entering
GPA of the fall 2005 first-year PharmD students was
3.4. Average PCAT scores of admitted students were
above the 80th percentile in each of the five areas of
the exam. All applicants must present official tran-
scripts to document completion of the prepharmacy
coursework with grades of at least a C or better. For
more information about the admissions process, see
www.pharmacy.umaryland.edu/admissions/.

The School reserves the right to make changes
in requirements for admission, curriculum,
standards for advancement and graduation, fees,
and rules and regulations.

ADMISSIONS PROCEDURE

Each year a growing number of prospective stu-
dents applies to the School of Pharmacy. The School
admits 120 new students each year to the incoming
class. To apply to the School, please follow the proce-
dure below. Also, check the admissions Web site for
deadlines. Wondering if you are a legacy? See the
Alumni Legacy Policy on the applications page to
access the criteria established by the Admissions
Committee.
Below is the admissions procedure:

• Complete 63 credit hours of pre-pharmacy
coursework. (Chemistry and biology courses
must have been taken within five years of
admission.)

• Have a minimum GPA of 2.5.

• Complete an application via PharmCAS
at www.pharmcas.org/ by the September
deadline for early decision and the application
for all others by January. For deadlines see:
www.pharmacy.umaryland.edu/admissions/
importantdates.htm.

• Submit transcript(s), PCAT scores, and three
letters of reference to PharmCAS.

10 I SCHOOL OF PHARMACY

• Complete the supplemental application at
www.pharmacy.umaryland.edu/apps/
admissionssuppkment/. Include the non-
refundable $20 application fee. (See below
for details.) After you have completed and sub-
mitted your supplemental application by the
deadline, send the $20 check or money order
made payable to University of Maryland to:

Office of Student Affairs
University of Maryland
School of Pharmacy
20 N. Pine St., Room 224
Baltimore, MD 21201

• Complete the Maryland Residency Form at
www.pharmacy.umaryland.edu/admissions/pdf/
residency_form2004.pdf if you are eligible for
in-state status. Mail the form to the Office of
Student Affairs at the address above.

• Accept an offer to interview and attend an
interview at the School, scheduled by the
Admissions Committee.

INTERNATIONAL APPLICANTS'
ADMISSIONS PROCEDURE

International applicants, who are not residents of the
United States, are required to attend an accredited
college or university in the United States for at least
one semester. The School recommends that interna-
tional applicants become familiar with the rules and
regulations of the Immigration and Naturalization
Service. Additionally, the School recommends that
international applicants start the admissions process
at least one year before the application deadline.
For deadlines see: www.pharmacy.umaryland.edu/
admissions /importantdates. htm.

Applicants must:

• Complete 63 credit hours of pre-pharmacy
coursework. (Chemistry and biology courses
must have been taken within five years of
admission.)

• Have a minimum G P A of 2 . 5 .

. Submit the results of the TOEFL (Test of Eng-
lish as a Foreign Language). See the campus
minimum acceptable score at www.umaryland.
edu/orr/intemational/admissions.html.

Submit the following to PharmCAS:

• OfBcial copies of transcripts from all
post-secondary institutions attended.
(Foreign transcripts must be evaluated
by a transcript evaluation service.)

• The results of the Pharmacy College
Admissions Test (PCAT).

• An application.

Submit the following to the School of Pharmacy:

• The supplemental application at www.pharmacy.
umaryland.edu/apps/admissionssupplement/.
Include the non-refundable $20 application
fee. (See below for details.) After you have
completed and submitted your supplemental
application by the deadline, send the $20
check or money order made payable to
University of Maryland to:

Office of Student Affairs
University of Maryland
School of Pharmacy
20 N. Pine St., Room 224
Baltimore, MD 21201

• A statement of financial security (See Estimated
Educational and Living Expenses at www.
umaryland.edu/orr/intemational/regulations/
cost.html in the Office of the Registrar)

Accept an offer to interview, and attend an interview at
the School, scheduled by the Admissions Committee.

INTERNATIONAL PHARMACIST
APPLICANTS' ADMISSIONS PROCEDURE

International pharmacists, who currently reside in
the United States but who received their license
from a recognized school of pharmacy outside of the
50 U.S. states, the District of Columbia, and Puerto
Rico, may obtain a license to practice pharmacy in
the United States by (i) taking the The Foreign Phar-
macy Graduate Examination Committee® (FPGEC®)
or (2) by successfully completing a Doctor of Phar-
macy program at a school or college of pharmacy in
the United States. To get an application form for the
FPGEE* and for more information on licensure, visit
the National Association of Boards of Pharmacy
Web site at www.nabp.net.

2005-2007 CATALOG | 11

Before applying, see the admissions Web site at:
www.pharmacY.umaryland.edu/admissions/
intemationalpharmacist.htm to review the Interna-
tional Pharmacists Admissions Policy. International
pharmacists who are admitted may be placed in either
the first or second year of the PharmD program.

The School recommends that applicants become
familiar with the rules and regulations of the Immi-
gration and Naturalization Service. Additionally, the
School recommends that applicants start the admis-
sions process at least one year before the application
deadline (see deadlines at www.pharmacy.umaryland.
edu/ admissions/ importantdates.htm) and be prepared
to pay all expenses.

To apply to the School of Pharmacy, see the appli-
cation procedure below. Submit the following to the
School of Pharmacy:

• A completed application by the deadline, mailed
to the Office of Student Affairs. Download the
application from www.pharmacy.umaryland.
edu/admissions/intemationalpharmacist.htm.
(Do not apply to PharmCAS.)

• Acopy of the pharmacy license to the
address below.

• An official copy of all transcripts from the
pharmacy school and coUege-level education.
(Foreign transcripts must be evaluated by a
transcript evaluation service.)

• The results of the PCAT (See International
Pharmacists Admissions Policy.)

. The results of the TOEFL (Test of English
as a Foreign Language).

• The supplemental application at
www.pharmacy.umaryland.edu/apps/
admissionssupplement/. Include the non-
refundable $20 application fee. (See below
for details.) After you have completed and sub-
mitted your supplemental application by the
deadline, send the $20 check or money order
made payable to University of Maryland to:

Office of Student Affairs
University of Maryland
School of Pharmacy
20 N. Pine St., Room 224
Baltimore, MD 21201

Accept an offer to interview, and attend an
interview, at the School, scheduled by the Admissions
Committee.

Sit for an examination to determine placement in
the first or second year of the PharmD curriculum.
The examination will only be offered to those who
have been accepted into the PharmD program. The
School determines the date, time, and location of the
exam and will notify students.

TRANSFER ADMISSIONS PROCEDURES

The School may accept transfer students, who are
currently enrolled in a professional pharmacy pro-
gram at an accredited school or college of pharmacy,
and have a valid reason for requesting a transfer. The
Admissions Committee will determine the year
transfer students will be placed in the PharmD pro-
gram. Transfer students are only admitted to the fall
semester. Transfer applicants must be in good aca-
demic standing at the institutions they are currently
attending, with a minimum GPA of 3.0 in current
pharmacy coursework.

For deadlines, see www.pharmacy.umaryland.
edu/admissions/importantdates.htm.

To apply to the School of Pharmacy, follow the
application procedure below. Submit the following to
the School of Pharmacy:

• A list of courses in which you are currently
enroDed.

• A letter stating the reason for transferring.

• One letter of recommendation from a
pharmacy faculty member.

• A completed application by the deadline, mailed
to the Office of Student Affairs. Download the
application fi-om www.pharmacy.umaryland.
edu/admissions/transfer.htm. (Do not apply to
PharmCAS.)

• An official copy of all transcripts from the phar-
macy school in which you are currently enrolled
and all post-secondary institutions attended.

Results of the PCAT (if previously taken).

• The supplemental application at
www.pharmacy.umaryland.edu/apps/
admissionssupplement/. Include the non-
reflmdable $20 application fee. (See below
for details.) After you have completed and
submitted your supplemental application by
the deadline, send the $20 check or money
order made payable to University of
Maryland to:

12 I SCHOOL OF PHARMACY

Office of Student Affairs

University of Maryland

School of Pharmacy

20 N. Pine St., Room 224

Baltimore, MD 21201
• The Maryland Residency Form if you are
eligible for in-state status. Mail the form to the
Office of Student Affairs at the address above.
More information about the form is available at
www.umaryland.edu/orr/status.html.

Accept an offer to interview, and attend an interview at
the School, scheduled by the Admissions Committee.

PRE-PHARMACY COURSEWORK

Applicants must complete a minimum of 63
semester hours of pharmacy prerequisites for
admission into the PharmD program. At least one
semester of this coursework must be taken at an
accredited institution in the United States. To enroll
in pre-pharmacy coursework, applicants must apply
directly to an accredited college or university, not to
the School of Pharmacy. Prerequisites for admission
into the PharmD program are as follows:

Note: Chemistry and biology undergraduate
courses must be taken within five years and all other
courses within 10 years of anticipated admission.

Prerequisite Courses for
UMB School of Pharmacy

Semeste

Course

Enghsh Composition ....

English Literature

Calculus (with lab)

Statistics

Biology (with lab)

Microbiology (with lab).

General Chemistry (with lab) 2

Organic Chemistry (with lab) 2

Physics 2

Humanities and Social Sciences 4-6

# Credit
Hours

3

3

4

3

Total 6} minimum

PHARMD PROGRAM DESCRIPTION

The four-year Doctor of Pharmacy program is
divided into five areas of academic focus: Fundamen-
tals, Basic Sciences, Pharmaceutical Sciences, Inte-
grated Sciences and Therapeutics, and Experiential
Learning, which are described below:

FUNDAMENTALS

Students entering the PharmD program have diverse
educational and life experiences. The Fundamentals
area addresses these diversities with introductory
courses covering the concept and scope of pharma-
ceutical care, pharmacy practice in general, and the
variety of disciplines that wall contribute to pharma-
ceutical education. Students are provided the skills
and scientific principles and concepts fundamental
to subsequent curricular experiences. Students
develop professional attitudes and behaviors that
extend throughout the curriculum.

BASIC SCIENCES

In the Basic Sciences area of the curriculum,
students build on the Fundamentals area through
a comprehensive examination of basic biological,
chemical, physical, social, and behavioral sciences.
These elements provide the foundation for under-
standing pharmaceutical sciences and the complexi-
ties of drug action and use.

PHARMACEUTICAL SCIENCES

The Pharmaceutical Sciences area addresses
pharmaceutical science content areas as they relate
to the needs of patients in the total health care
environment. The provider of pharmaceutical care
must possess a detailed and comprehensive under-
standing of the physical, chemical, biological, and
psychosocial factors affecting the outcomes of drug
therapy in specific patients with specific diseases.

INTEGRATED SCIENCES AND THERAPEUTICS

Integrated Sciences and Therapeutics addresses the
extensive interweaving of basic pharmaceutical and
clinical science as well as the interrelated bodies of
knowledge involved in total pharmaceutical care.
Students build on their basic and pharmaceutical
science background as they actively participate in a
variety of didactic and laboratory experiences to
design, implement, manage, and monitor individual-
ized pharmaceutical care plans. Students learn to

2005-2007 CATALOG | 13

appreciate that the successful outcomes of drug
therapies depend on complex physical, chemical,
biological, and psychosocial interactions within
human systems, and therefore require individualized
attention to patients during the design and delivery
of pharmaceutical care. The application of these
principles is taught by presenting diseases of
different body systems within the broader context of
public health, epidemiology, prescriber education,
disease prevention, and health promotion issues.

Three progressive components are used to
present each disease. The first component reviews
the drugs and biologicals used to treat specific dis-
ease processes and emphasizes comparative features
underlying the choice of agent (Pharmacodynamics
and Pharmacokinetics). Chemical properties, such as
solubility and stability, which determine the choice
and use of the products, are discussed (Medicinal
Chemistry and Pharmaceutics). The availability and
comparative advantages of drug dosage formulations
and delivery systems are considered as they relate to
the optimum use of drug products during acute or
chronic care (Biopharmaceutics).

The second component illustrates how the links
between the scientific knowledge of the disease, avail-
able drug products, and the variables underlying a par-
ticular patient's condition are important to developing
the most appropriate therapeutic plan. Methods for the
choice of drug products, definition of specific goals of
therapy, including how to assess whether these goals
are being achieved, and active intervention steps to
ensure successful outcomes of drug therapy, are devel-
oped (Therapeutics). Methods for monitoring, identify-
ing, and responding to untoward consequences of drug
therapy are identified (Toxicology and Adverse Drug
Reactions). The choice and design of specific acute and
chronic drug therapy, the impact of a variety of patient-
related variables on dosage regimens, and the
modification of dosage regimens in response to chang-
ing patient needs are developed (Clinical Pharmacoki-
netics). Students develop skills as they practice
counseling patients about their therapeutic plans in
particular and providing health education in general
(Counseling and Education).

The third component links the knowledge base
of the first two components with appropriate
ongoing methods for drug use review, medical
audits, and cost considerations. The emphasis is
on identifying specific interventions to improve
prescribing patterns and reduce the cost of health
care (Drug Use Evaluation).

EXPERIENTIAL LEARNING

Experiential Learning is a series of structured learn-
ing and training activities during which students
work under the supervision of experienced clinical
and academic faculty in a variety of health care
settings. Students obtain and apply knowledge and
skills necessary for successful delivery of pharma-
ceutical care and develop competence, confidence,
and maturity as responsible professionals. An
innovative feature of the program is that experiential
learning activities occur throughout the curriculum
and are linked to didactic courses. A student's
performance during experiential learning is
evaluated by both clinical and academic faculty.
A total of 33 credits in experiential courses
(approximately i,6oo hours) are required for the
Doctor of Pharmacy degree. All students must
complete at least 24 credits of experience devoted
to patient care. Successful completion of the
experiential learning portion of the School's
curriculum is accepted by the Maryland Board of
Pharmacy as meeting the internship requirements
to sit for the NABPLEX licensure examination.
Experiential rotations are not permitted at sites
where students are working for pay or where any
other conflict of interest situation may exist. (See
the Experiential Learning Policy Manual at
www.pharmacy.umaryland.tdu/dp.)

The Experiential Learning portion of the PharmD
curriculum is organized as described below:

Introduction to Professional

Practice I and II (PHPC 510 and PHPC 520)

This early experience introduces students to the
professional responsibilities of pharmacists in a
variety of practice environments, including commu-
nity, hospital, and specialty settings. Students
will examine the spectrum of career opportunities
available to today's pharmacist and begin developing
basic practice skills. During the fall (PHPC 510)
and spring (PHPC 520) semesters of the first year,
students complete rotations as follows:

• One one-week in a community setting
(40 hours)

• One one-week in a hospital setting
(40 hours)

• One one-day in a differentiated
(non-dispensing) setting (eight hours)

14 I SCHOOL OF PHARMACY

Longitudinal Care I and II
(PHPC 532 and PHPC 562)

During the second and third years of the curriculum,
students observe and participate in the dehvery
of pharmaceutical care to patients. For each course,
students follow the changing needs of a patient for
one year within the context of the total health care
system. Through direct patient encounters and
discussion sessions, students learn to assess health
status, communicate effectively, and determine phar-
maceutical care needs from a holistic perspective.
These activities are linked to material covered in the
didactic curriculum.

Safe Medication Order

Processing (PHPC 570 and PHPC 571)

Activities during these rotations develop students'
competency and proficiency in the technical func-
tions of drug dispensing and distribution in institu-
tional and community pharmacy settings. Students
learn to receive, interpret, and verify the appropriate-
ness of prescription orders and to efficiently dis-
pense a variety of manufactured and compounded
medications. Emphasis is placed on communication,
prevention of medication errors, the role of technol-
ogy, and supervision of ancillary personnel in the
medication order process. Students are required to
complete rotations as follows:

• One four-week in a community setting
(150 hours)

• One four-week in a hospital setting
(150 hours)

Rotations can be completed the summer after
your second year, the winter of the third year, or the
summer after the third year.

Pharmaceutical Care

(PHPC 572, PHPC 573, and PHPC 574)

Students gain experience in the delivery of pharma-
ceutical care in a variety of practice environments,
including community-based and acute-care hospital
pharmacies. Through daily encounters with patients
and other health care providers, students learn to col-
lect patient-specific data, identify and assess drug-
related problems, develop monitoring plans, and
measure therapy outcomes. Further, students learn
to educate patients and health care professionals
regarding the appropriate use of drugs. Students
complete these rotations after successful completion
of the third year and PHPC 570 and PHPC 571 as follows:

• One four-week in a community setting
(PHPC 572 Community Pharmaceutical Care)

• One four-week in an institutional setting
(PHPC 573 Institutional Pharmaceutical Care)

• Two four-weeks of your choice
(PHPC 572, PHPC 573, or PHPC 574
General Site Pharmaceutical Care)

Ambulatory Clinic (PHPC 576)

This experience is completed in the fourth year. Stu-
dents are exposed to the delivery of pharmaceutical
care in an ambulatory clinic setting. They will gain
skills through one-on-one interactions with patients,
care givers, and other health care providers.

Informational Services (PHPC 577)
This course occurs simultaneously with Pharmaceu-
tical Care and requires students to provide drug
information in the context of delivering pharmaceu-
tical care. Students learn to receive a question in a
comprehensive fashion, thoroughly analyze and
research questions, and provide appropriate
answers to other health care providers, patients and
their families.

Elective Experiences

Elective rotations allow students to pursue their own
areas of interest. Electives in general practice envi-
ronments enable students to develop greater skill,
proficiency, and confidence. Electives in specialty
pharmacotherapeutic practice areas, alternative
forms of advanced practice management, and
research afford students opportunities to explore a
variety of practice options.

CURRICULUM PATHWAYS AND ADVISING
More than 21 percent of the Doctor of Pharmacy cur-
riculum is reserved for didactic (20 credits) and
experiential (8 credits) electives to provide students
the flexibility to tailor individual plans to meet their
career goals. Students use the Plan of Study Form to
help design their plans. The "curricular pathways,"
which organize electives in a logical sequence to bet-
ter prepare students in particular areas of practice,
are detailed below:

PATHWAY SELECTION PROCESS

Students are not required to select a pathway.
However, it is recommended that students take
advantage of this planning tool and select a pathway.

2005-2007 CATALOG | 15

Students should meet with their academic advi-
sors and other faculty to discuss career planning and
elective course selection. Prior to Web-registration,
all students must complete a Plan of Study indicat-
ing their planned elective course selections and their
chosen pathway. This Plan of Study must be
reviewed and signed by their academic advisor.

Most pathways will have "core" didactic elective
courses that present key content material. If students
select a given pathway, it is expected that they will
take these core elective courses. Some pathways will
also have experiential rotations associated with them.
Some rotations may be designated as "core" rotations
for particular pathways. For more information,
seewww.pharmacy.umaryland.edu/studentaffairs/
registration /registration. htm.

Students participating in the dual degree programs
(PharmD/MBA, PharmD/JD, or PharmD/MPH )
must indicate this fact on their Plan of Study.

Students may change pathways in order to main-
tain desired flexibility. Students can change at the
beginning of each semester after consulting with
their academic advisors.

Students may take courses from all pathways (to
maintain desired flexibility) as long as prerequisites
are met for individual courses.

To date, five pathways have been developed: Geri-
atric Pharmacy Practice, Management, Pharma-
cotherapy, Advanced Pharmacy Practice, and
Research. Pathways are administrated by pathway
coordinators who have expertise in the pathway area
and are available for career consultation to supple-
ment student interaction with academic advisors.
Students should take full advantage of these counsel-
ing opportunities when deciding on the choice of
pathway. Pathway coordinators include:
Advanced Pharmacy Practice
Dr. Cynthia Boyle /{lO-yoG-i^^^
Geriatric Pharmacy Practice
Dr. Nicole Brandt 4io-yo6-i4C)i

Management

Dr. Magaly Rodriguez de Bittner 4io-'/o6-4i46

Pharmacotherapy

Dr. David Roffman 4io-'jo6-pi^

Research

Dr. Richard Dalby 4io-yo6-j245

ADVANCED PHARMACY PRACTICE

The goal of this pathway is to prepare students to
implement pharmaceutical care in a variety of prac-
tice settings. This pathway provides a series of didac-
tic and experiential courses designed to enhance
competence in delivering pharmaceutical care in gen-
eral practice and in delivering health care to special
populations such as the elderly; to enhance knowl-
edge of special pharmaceutical products, business
and managerial skills needed to successfully deliver
new services; and to provide experience in applying
these professional and managerial skills in a variety
of advanced practice settings.

GERIATRIC PHARMACY PRACTICE

This pathway is designed to prepare graduates to
work with older individuals in a variety of practice
settings or pursue advanced degrees (PhD, MPH) or
training (fellowships, residencies) in the area of geri-
atrics or gerontology. By completing this pathway,
graduates will learn essential principles to manage
medication-related issues as well as understand the
complexities in caring for the elderly. Outcomes are
to develop a database of current students and gradu-
ates focusing in the area of geriatrics. Students
selecting this pathway must complete 12 credits: the
core 5 credits of didactic electives, 4 credits of other
geriatric-focused electives or special projects, and 3
credits of geriatric-focused geriatric rotations.

MANAGEMENT

This pathway is designed to prepare students for
management careers in corporate pharmacy, to
develop entrepreneurial capabilities, and to prepare
students for post-PharmD management residencies
and/or MBA programs. Students take a series of
didactic and experiential courses in practice man-
agement, organizational behavior, financial reporting
and analysis, marketing, and working with managers
in a variety of health care settings.

16 I SCHOOL OF PHARMACY

PHARMACOTHERAPY

The goal of this pathway is to enhance students'
ability to independently optimize, implement, and
monitor drug therapy in patients with complex
health problems. This pathway offers a series of
didactic seminar courses in pharmacotherapy and
advanced therapeutics, coupled with advanced
clinical experiences. The clinical experiences involve
direct drug therapy management of patients in
general medical and sub-specialty environments.
Students completing this pathway are encouraged
to pursue post-PharmD training in residencies and
feOowships and to eventually pursue specialty board
certification in pharmacotherapy.

RESEARCH

The goal of this pathway is to expose students to
research and better prepare them for graduate stud-
ies or postgraduate fellowships. Students selecting
this pathway take courses in advanced educational
opportunities and advanced seminar courses in
selected scientific areas. They receive research
experiences, working directly with faculty scientists,
and take a senior colloquium. Students are also
encouraged to pursue a PhD.

PHARMD PROGRAM SUMMARY

The faculty continue to revise the curriculum based
on the dynamics of pharmacy education, the needs
of practice, and the students. The exact nature of the
curriculum may vary from class to class. The follow-
ing describes the PharmD curriculum by semester.

MINIMUM
COURSEWORK SEMESTER CREDITS

Didactic 99 credits

79 Required

20 Elective
Experiential 33 credits

25 Required

8 Elective
TOTAL 132 credits

COURSEWORK BY SEMESTER

The required components of the curriculum by semes-
ter are outlined below. Electives can be taken during
most fall, winter, spring, and summer semesters.

The total and minimum semester credits for didac-
tic and experiential courses are listed in parentheses.

FALL FIRST-YEAR COURSES

PHAR 510 Biochemistr>- 3 cr.

PHAR 513 Drug Chemistry 2 cr.

PHAR 514 Human Biology I 3 cr.

PHAR 516 Pharmacy Prac & Educ 2 cr.

PHAR 522 Context of Health Care 3 cr.

PHAR 523 Ethics in Pharmacy Practice i cr.

PHAR 526 Physical Chemistry 2 cr.

PHPC 510 Intro to Prof Practice I i cr

Total required 17 (16/1)

SPRING FIRST-YEAR COURSES

PHAR 517 Study Design & Analysis 2 cr.

PHAR 520 Molecular Biology 3 cr.

PHAR 524 Human Biology II 3 cr.

PHAR 531 Pharmaceutical Chem 2 cr.

PHAR 537 Principles Drug Action 2 cr.

PHPC 520 Intro to Prof Practice II i cr.

Total required 13 (12/1)

FALL SECOND-YEAR COURSES

PHAR 525 Immunology' 2 cr.

PHAR 530 Microbiology/ Antibiotics I 2 cr.

PHAR 532 Patient-Centered Pharm Mgmt I 2 cr.

PHAR 533 Medicinal Chemistr)' I i cr.

PHAR 534 Human Biology III 3 cr.

PHAR 536 Pharmacology I 3 cr.

PHAR 541 Biopharmaceutics/ Kinetics 3 cr.

Total required 16 (16/0)

Students register for Jun-Nov
Phase VI rotations

SPRING SECOND-YEAR COURSES

PHAR 535 Pharmaceutics 3 cr.

PHAR 540 Microbiology /Antibiotics II 2 cr.

PHAR 542 Clinical Chemistry i cr.

PHAR 543 Medicinal Chemistry II 2 cr.

PHAR 544 Patient Centered Pharm Mgmt II .... 2 cr.

PHAR 546 Pharmacology II 3 cr.

PHPC 532 Longitudinal Care I i cr.

Total required 14 (13/1)

Students register for Dec-May
Phase VI rotations

2005-2007 CATALOG | 17

FALL THIRD-YEAR COURSES

PHAR 552 Principles of Human Nutrition i cr.

PHAR 553 Population Based Medical Info 2 cr.

PHAR 554 ISAT I 4 cr.

PHAR 555 ISAT II 4 cr.

Total required 11 (n/o)

Students will also register for Jun-Nov
Phase III and Phase VI rotations

SPRING THIRD-YEAR COURSES

PHAR 564 ISAT III 4 cr.

PHAR 565 ISAT IV 4 cr.

PHPC 562 Longitudinal Care II i cr.

Total required 9 (8/1)

Students will also register for Dec-May
Phase III and Phase VI rotations

FALL FOURTH-YEAR COURSES

Students will register for Jun-Nov
Phase III, IV, and VI rotations

SPRING FOURTH-YEAR COURSES

Students will register for Dec-May
Phase III, IV, IVa, V, and VI rotations

PHAR 580 Pharmacy Law 2 cr.

PHAR 581 Senior Colloquium i cr.

Total required 3 (3/0)

PHASE DESCRIPTIONS

PHASE III ROTATIONS 6 cr.

PHPC 570 Safe Med Process Community 3 cr.

PHPC 571 Safe Med Process Institution 3 cr.

PHASE rV / IVa ROTATIONS 13 cr. required

PHPC 572 Community Pharm Care 3 cr.

PHPC 573 Institution Pharm Care 3 cr.

PHPC 574 General Pharm Care 3 cr.

PHPC 576 Ambulatory Clinic i cr.

PHASE V ROTATION 2 cr.

PHPC 577 Information Services 2 cr.

PHASE VI

ELECTIVE ROTATIONS 8 cr. minimum

Various PHEX courses

PHARMD DUAL DEGREE PROGRAMS

The School offers three dual degree programs for
PharmD students who are interested in gaining spe-
cialized expertise in law, business administration, or
public health. Students apply to these programs in
the second year of the PharmD program. The dual
degree programs have separate admission require-
ments. The programs are briefly described below.

PHARMD/JD PROGRAM

The School offers a dual Doctor of Pharmacy/ Juris
Doctor degree program with the University of Mary-
land School of Law for students who wish to pursue
the Juris Doctor. Graduates of the Pharm D/ J D pro-
gram will be prepared for careers in a diverse range of
health care and legal areas, such as consulting on
health law issues and regiilatory policy for govern-
ment agencies, trade associations and pharmaceutical
companies. PharmD students can use 16 credit hours
obtained from the law curriculum to fulfill their 20
hours of didactic pharmacy electives. Students could
complete the dual degree program in six years.
PharmD students must apply to the J D program and
meet all admissions criteria, including submitting
results of the LSAT, and adhere to the School of Law's
procedures and deadlines. Admission is not guaran-
teed. For more information about the JD program,
contact the School of Law at 410-706-3492 or e-mail
admissions@law.umaryland.edu.

PHARMD/MBA PROGRAM

The School offers a dual Doctor of Pharmacy/
Master of Business Administration program with
the University of Baltimore Merrick School of
Business for students who wish to pursue the
Master of Business Administration degree. The
PharmD/MBA program allows pharmacy students
to take MBA courses as part of their PharmD
curriculum. While in pharmacy school, PharmD
students may complete 20 of the 48 credit hours
required in the MBA program. PharmD students
must apply to the MBA program; admission is not
guaranteed. Students wishing to apply to the MBA
program must adhere to University of Baltimore
(UB) procedures and deadlines. Students must also
request that the University of Maryland's Office
of Records and Registration send their official
University of Maryland transcript and that the

18 I SCHOOL OF PHARMACY

School of Pharmacy Office of Student Affairs send
a copy of their prepharmacy transcripts to UB.
Students applying to this dual program need the
equivalent of a bachelor's degree (i.e., either a degree
or completion of four years of college). The grade
point average for an entering MBA student is 3.0;
however, a lower GPA may be offset by a higher
score on a standardized test (e.g., GMAT, PCAT).
For more information about the MBA program,
contact the Advising Center at the University of
Baltimore at 410-837-4944. For information about
the admissions process, contact the Office of Gradu-
ate Admissions at 410-APPLYUB or see http;//
business.ubalt.edu/graduateprograms/pharmd.html.

LICENSURE REQUIREMENTS

Students who complete the PharmD degree satisfy
the educational requirement for all state boards of
pharmacy in the United States. Graduates are eligi-
ble to take state licensing exams in all states. For
more information about licensure as a pharmacist in
Maryland, graduates may contact the Maryland
Board of Pharmacy at 4201 Patterson Ave., Balti-
more, MD 21215-2299, call 410-764-4755, or e-mail
mdbofigidhmh.state.md.us. For more information
about international pharmacist licensure, interna-
tional pharmacists can contact the National Associa-
tion of Boards of Pharmacy at: www.nabp.net/ or call
847-391-4406/ fax 847-391-4502.

PHARMD/MPH PROGRAM

There is an increasing need for well-trained pharma-
cists who also have a comprehensive understanding
and appreciation of pubhc health issues. The purpose
of the PharmD/ MPH dual program is to facilitate the
process of Doctor of Pharmacy (PharmD) students
obtaining a Master of Public Health (MPH) degree.
The MPH program is based in the School of Pubhc
Health. To obtain the MPH degree, students must
earn 36 credits including a 6-hour supervised project
(the "capstone" experience). The department will
allow pharmacy students to use 6 credits obtained in
the School of Pharmacy coursework toward fulfilling
the 36-hour requirement within the MPH program.
The School of Pharmacy will allow students to count
credits earned in MPH courses toward their 20 didac-
fic elective credits. For more information about the
MPH program, contact the Department of Epidemiol-
ogy and Preventive Medicine (DEPM) in the Univer-
sity of Maryland School of Medicine at http://
medschool.umaryland.edu/epidemiologY/.

ml

2005-2007 CATALOG I 19

DOCTOR OF PHILOSOPHY (PhD) PROGRAMS

Applicants seeking advanced degrees, MS and PhD,
in pharmaceutical health services research or phar-
maceutical sciences must apply to the University's
Graduate School departments. Interested applicants
also should review the Graduate School catalog for
more specific information about the MS and PhD
programs. The PhD programs in Pharmaceutical
Health Services Research and Pharmaceutical Sci-
ences are described as follows. Interested applicants
may apply online at http:/ /graduate. umaryland.
edu/admissions/admissions.html or, if necessary,
obtain an application form from the department to
which they are applying.

Opportunities are available for postgraduate
study: residencies, postdoctoral fellowships, and
other professional studies. Contact the department
for specific information.

PHARMACEUTICAL HEALTH
SERVICES RESEARCH PHD PROGRAM

The graduate program in Pharmaceutical Health
Services Research seeks to train scholars and
researchers in one of four major research areas:
pharmacoeconomics, pharmacoepidemiology, health
behavior sciences, or pharmaceutical policy as it
relates to the delivery, use, costs, and safety of phar-
maceuticals and other health care products. Students
are required to select one research area or track of
specialization in which they will take advanced
courses and conduct their dissertation research.
Graduates of the program will receive training to: i)
design and carry out pharmaceutical health services
research based on strong training in research
methodologies, statistics, one or more pharmacy spe-
cialty areas, and a sound understanding of the U.S.
health care system; 2) serve as a knowledgeable
spokesperson to the public and private sectors of
health care concerning pharmaceutical health serv-
ices research, practice research, and pharmacy-
related policy issues; 3) interact with members of
other health, social, and administrative disciplines
and initiate and/or collaborate in research endeavors
related to pharmaceuticals and other health services;
and 4) be an effective teacher both in academic and
nonacademic settings.

For more information, see ivww.phannacy.
umaryland.edu/graduate/pshr.

PROGRAM OVERVIEW

The PhD graduate program in Pharmaceutical
Health Services Research offers advanced training by
faculty who are regional, national, and international
leaders in the fields of pharmacoeconomics, pharma-
coepidemiology, pharmaceutical policy, and the
health behavior sciences. The specialized curricu-
lum, with an emphasis on developing research skills,
trains students for leadership roles in academia, gov-
ernment, industry, and consulting.

ADMISSIONS INFORMATION

Applicants to the Doctor of Philosophy in Pharma-
ceutical Health Services Research should possess a
bachelor's or master's degree fi-om an accredited col-
lege or university. Applicants with previous phar-
macy-related education and/or experience will be
given preference. Applicants must satisfy the general
requirements of the University's Graduate School
before consideration for admission to the program.
The minimum standard for admission to the Gradu-
ate School is a B average, or 3.0 on a 4.0 scale, in a
program of study resulting in the award of a baccalau-
reate degree from an accredited college or university.

APPLICATION PROCEDURE

Applications to the graduate program in Pharmaceu-
tical Health Services Research should be directed to
the following address: Graduate School, University
of Maryland, 515 W. Lombard St., Suite 208, Balti-
more, MD 21201; 410-706-7131. An online applica-
tion is available at http: //graduate. umaryland.
edu/admissions/instructions.html. The following forms
and/or documents are required for processing of an
application by the Graduate School:

• Application for Admission

• Statement of Goals and Objectives-

• Official Transcripts (two copies)

• Letters of Recommendation
(three letters of reference) --

• Results of the Graduate Record Exam
(two official copies)

• Application Fee

• TOEFL Scores (international applicants)

20 I SCHOOL OF PHARMACY

• Statement of Financial Status
(international applicants)

• Immigration Documents

(I-20 form; international student applicants)

* These items should be mailed directly to the
PHSR program.

The PHSR program primarily grants admission for
the fall semester. Applicants interested in applying for
admission should submit their application materials
by January i of the year they intend to enroll for the
fall semester although the official Graduate School
deadlines for application submission are January 15
(international applicants) and July i (U.S. citizens
and permanent residents). Applicants interested in
receiving an assistantship should apply by January i.
Applicants for spring admission should contact the
program directly. For more information, interested
applicants may contact the department at:

Pharmaceutical Health Services

Research Graduate Program

University of Maryland School of Pharmacy

515 W. Lombard St., Second Floor

Baltimore, MD 21201

• Applications to the PHSR program are reviewed
by an Admissions Committee. After the initial
review of the applications, selected applicants
may be invited for a personal interview and tour
of the campus and facilities.

• Applicants who fail to meet the minimum stan-
dards may be admitted to graduate study as pro-
visional students on the basis of outstanding
performance on the Graduate Record Examina-
tion and on the basis of letters of recommenda-
tion fi^om competent judges of their
performance as students or of their professional
capacity. Provisional admissions carry explicit
conditions (e.g., minimal grade requirements in
stipulated courses) that must be met before the
student can be advanced to full graduate status.
Specific conditions for admission as a provi-
sional graduate student may be found in the
current edition of the Graduate School Catalog.

ACADEMIC PROGRAM REQUIREMENTS

The minimum requirements for a student to
receive a doctoral degree in the Pharmaceutical
Health Services Research graduate program are
detailed below. Individual students might be
required to take additional courses as deemed
appropriate by their curriculum committee. In
particular, students without strong computer
programming skills may need elective courses.

Required courses include a group of core
graduate courses in pharmacoepidemiology,
pharmacoeconomics, pharmaceutical policy, and
health behavior sciences, in addition to research
methods, and statistics. Students must complete
at least 12 credits of advanced courses in their
research track beyond any core courses. It generally
takes two to two-and-a-half years to complete the
course requirements. Although many students
come to the program with prior graduate work,
the department requires that they take the core
courses here. When non-core courses or the
beginning/intermediate statistics requirements are
waived, students are expected to take other advanced
courses to complete the course requirements.
To allow flexibility and to ensure that students are
well prepared in their area of specialization, each
student is asked to establish a curriculum committee
by the end of their first year of study.

The following outlines tlie required core course
curriculum for the program:

Core Course Curriculum (55 credits)

COURSES CREDITS

PHSR 610 Health Care System 3

PHSR 620 Intro to Health Behavior Theory 3

PHSR 650 Pharmaceutical Economics 3

PHSR 704 Pharmacoepidemiology 3

PHSR 701 Research Methods I 3

PHSR 702 Research Methods II 3

PREV 600 Principles of Epidemiology 3

PREV 619 Biostatistical Computing 2

PREV 620 Principles of Biostatistics 3

Statistics 6

PHSR 709 Seminar* 3

Advanced Cognate

Coursework 12

PHSR 899 Dissertation 12

2005-2007 CATALOG | 21

'-Graduate seminar is conducted weekly to inform
students and faculty about new research and current
issues. Seminar attendance is mandatory for all grad-
uate students. Additionally, students must register
and present at least three separate seminar topics.
Students receive i credit for successfully preparing
and delivering a seminar on an ongoing research
project or research proposal under the direction of a
faculty member. Each student must have at least i
seminar credit prior to taking his or her general
comprehensive examination. Furthermore, students
must present their dissertation research or proposal
in seminar before they can defend their dissertation.

COMPREHENSIVE AND
COGNATE EXAMINATION

The purpose of the comprehensive examination is to
test students' depth and breadth of knowledge in the
field of pharmaceutical health services research. The
comprehensive exam examines the students' knowl-
edge in the five core areas of pharmaceutical health
services research: pharmacoeconomics, pharma-
coepidemiology, health behavior sciences, pharma-
ceutical policy and methodological theory. Students
are also required to take a cognate examination,
which examines their knowledge within their chosen
area of specialization. Students are expected to be
fluent in research techniques, current developments,
general research methods, study designs, statistical
methods, and their professional and ethical responsi-
bilities. Students should not only know the basic
concepts, but also be able to interpret and apply
them under various scenarios.

ORAL DEFENSE OF
DISSERTATION PROPOSAL

Students must submit the proposal to the dissertation
committee for review and comment. The student, in
consultation with the research advisor, will schedule
the oral examination to defend the research proposal.

FINAL ORAL EXAM DEFENSE

After completing the dissertation, the candidate
must defend it before the academic community. The
defense is open to all members of the University
graduate faculty. Regulations governing the style, for-
mat, and how to submit the dissertation for publica-
tion may be obtained from the Graduate School.

ADDITIONAL ACTIVITIES

Teaching experience is required during the first year.
Doctoral students in PHSR are expected to partici-
pate as fully as possible in opportunities to develop
their teaching skills.

Participating in professional meetings and organ-
izations is recommended. Students are encouraged
to submit papers to local, regional, and national pro-
fessional meetings.

FINANCIAL SUPPORT

Financial support is available to students admitted
into the program: graduate assistantships funded by
the Graduate School, graduate research assistant-
ships funded by faculty-sponsored projects, and
graduate teaching assistantships funded by the
School of Pharmacy.

DISSERTATION

The dissertation is the product of intensive research
at the doctoral level, distinguished by its deeper, more
comprehensive, professional and scholarly treatment
of the subject. The doctoral dissertation is expected to
represent independent and original research in the
field of the candidate's graduate study. It must add to
understanding in the candidate's field. The project
must be of sufficient difficulty and depth to test the
candidate's ability to carry out research independ-
ently, and it should show a mastery of the skills
needed for such research.

22 I SCHOOL OF PHARMACY

PHARMACEUTICAL SCIENCES
PHD PROGRAM

Graduate students, staff, and faculty are pursuing a
wide range of pharmaceutical research, such as
biotechnology-related pharmaceutical science
research involving molecular biology; macromolecu-
lar structure, dynamics and drug design; phar-
macology and neuroscience; and novel drug and gene
delivery. Pharmaceutical sciences is the largest gradu-
ate program on campus and perhaps the largest of its
type in the United States. This critical mass of gradu-
ate students working with more than 30 faculty and
staff members provides a stimulating environment
for the pharmaceutical sciences graduate student.

For more information, see www.pharmacy.
umaryland.edu/graduate/psc/default.htm.

PHARMACEUTICAL SCIENCES
DEPARTMENT OVERVIEW

The Department of Pharmaceutical Sciences gradu-
ate program prepares independent, creative scien-
tists to excel in various scientific fields. Graduates
will be educated with the knowledge and skills to
direct the discovery of novel biological pathways in
human disease and the development and delivery of
medications for safe and effective therapy.

The department has a rapidly expanding research
program in the areas of cellular and molecular biol-
ogy, chemistry, neuroscience and pharmacology, bio-
pharmaceutics and drug delivery, and clinical
pharmaceutical sciences. Faculty and graduate stu-
dents in the department are organized into Research
Pathways. The mission of each Research Pathway is
to foster individual and collaborative research, faculty
growth, and a graduate student education that pro-
vides a strong, broad background in the drug develop-
ment process along with intensive expertise in a focal
research area of the pharmaceutical sciences.

The newest pathway is Clinical Pharmaceutical
Sciences. This is one of only four such programmatic
themes of its kind in the United States. It is a collabo-
rative effort between the School of Pharmacy's
Department of Pharmaceutical Sciences and the
Department of Pharmacy Practice and Science, and
draws upon each department's existing academic and
research strengths. The clinical pharmaceutical

research scientists trained by this program will be
well-suited to meet the demand expressed by federal
agencies (FDA, NIH), academia, and the pharmaceu-
tical industry, with the potential to develop new thera-
peutic strategies to optimize patient care in Maryland,
the United States and the world.

ADMISSIONS INFORMATION

Admission to the graduate program is contingent
upon satisfying the admission requirements of the
Graduate School (see http:/ /graduate. umaryland.
edu/admissions/admissions.html). In most instances,
candidates for admission who have earned a BA or
BS degree in chemistry, biology, biochemistry, psy-
chology, chemical engineering or in pharmaceutical
science possess adequate preparation for the gradu-
ate program.

A completed application form, official test scores
(not copies), official transcripts, (mailed to the Grad-
uate School) and other supporting documentation
are required. Completed applications received before
January 16 will be notified of our decision in early
February, and will be preferenfially processed over
later applications. Deadline for the Pharmaceutical
Sciences graduate program is March i. Selected
applicants may be invited for a personal interview
and tour of the campus and facilities. Applications
are accepted for fall only.

Applications for admission to the graduate pro-
gram are evaluated on the basis of the following:

• GPA (minimum 3.0) and overall quality of
academic transcripts (official transcripts),
mailed to the Graduate School at:

University of Maryland
Graduate Enrollment Affairs
515 W. Lombard St., Suite 208
Baltimore, MD 21201

• Graduate Record Examination (GRE) scores,
minimum 500 verbal, 500 quantitative,

and minimum 4 for analytical, (mailed to the
Graduate School).

• TOEFL or lELTS scores (for international
applicants), minimum 600, (computer version
250-260), (mailed to the Graduate School). Please
use code 5848/or the Graduate School, and 0613

for the Department of Pharmaceutical Sciences.

2005-2007 CATALOG | 23

• Three letters of recommendation (see
www.pharmacy.umaryland.edu/graduate/
psc/admission/recommend.pdf) mailed to the
Department of Pharmaceutical Sciences.
A Statement of Academic Goals and Research
Interests that are compatible with facility
research projects, mailed to the Department
of Pharmaceutical Sciences at:

University of Maryland School of Pharmacy
Department of Pharmaceutical Sciences
Graduate Program Office
20 N. Pine St., Suite 538
Baltimore MD, 21201

In your Statement of Academic Goals and Research
Interests, please discuss concisely your academic
objectives pertaining to the pharmaceutical sciences
and your professional career goals. Include a descrip-
tion of relevant work experience as appropriate. To
facilitate review of your application, please denote a
research pathway (see Programs) at the top of your
statement. This program offers only a PhD degree.

PHARMACEUTICAL SCIENCES
PHD PROGRAM DESCRIPTION

The goal of the Department of Pharmaceutical
Sciences graduate program is to prepare independ-
ent, creative scientists to excel in academia, the
pharmaceutical industry, and in government or other
research institutions. Our graduates will be educated
with the knowledge and skills to direct the discovery,
development, and delivery of medications for safe
and effective therapy. For more information about
the Department of Pharmaceutical Sciences, see
www.pharmacy.umaryland.edu/graduate/psc/.

CURRICULAR REQUIREMENTS

The graduate program is "mentor-driven" - a plan
of study is individualized and dependent on the
student's and mentor's specific research interests.
Each student develops his/her educational experi-
ence with the advice of a mentor and an Advisory/
Thesis Committee. The awarding of the degree is
contingent upon the candidate's successful defense
of a dissertation based on independent original
research.

To graduate, students must complete at a
minimum:

Required Core Curricidum

PHAR600

Principles of Drug Discovery 3 cr."

PHAR601

Principles of Drug Development 3 cr.'

PHAR628

Bioanalytical and Pharmacological Methods

6 modules 3 cr.'

PHAR 639

Molecular Spectroscopy and Imaging

6 modules 3 cr.'

Ethics course i cr. minimum

' PharmD students may take 1-3 credits.
' Four credits (8 modules) out of 12 modules
total from the two courses are required.

Required Student Rotations

PHAR 608 I cr.

Students are required to complete at least
two rotations.

Required Seminars

1. PHAR 708 I cr.

Comprehensive exam seminar

2. PHAR 709 I cr.

Departmental seminar

Students are required to present one
departmental seminar after their comprehensive
exam. Students register for i credit during the
semester that they are presenting.

3. Dissertation defense

Some of the elective courses available for
each pathway:

• Three courses or the equivalent to be
determined by the mentor and Advisory
Committee

• At least three additional graduate-level courses
selected by student and faailty mentors, or in
collaboration with the relevant pathways

Cellular and Biological Chemistry Pathway

PHAR 751 Drug Design 3 cr.

MMCB 601 Advances in Cell Biology 3 cr

MMCB 602 Advances in Molecular Biology 3 cr.

24 I SCHOOL OF PHARMACY

MPHY 6i6 Molecular Mechanisms

of Signal Transduction 3 cr.

MBIC 703 Advanced Molecular Biology 3 cr.

MMCB 701 Macromolecular

Structure and Function 3 cr.

Biopharmaceutics and Drug Delivery
Technology Pathway

PHAR 602 Biopharmaceutics and

Pharmacokinetics 3 cr.

PHAR 610 Pharmaceutical Formulation

and Unit Processes 4 cr.

PHAR 620 Modern Methods of

Drug Delivery 4 cr.

PHAR 707 Drug Transport

and Metabolism 4 cr.

PHAR 747 Advanced

Pharmacokinetics 3 cr.

PHAR 702 Theoretical Aspects

of Solid Dosage Forms 3 cr.

Pharmacology and Neuroscience Pathway

PHAR 638 Pharmacometrics

and Experimental Design 3 cr.

PHAR 653 Advanced Pharmacology I 4 cr.

PHAR 654 Advanced Pharmacology II 4 cr.

PHAR729 Principles of Drug Action 3 cr.

Clinical Pharmaceutical Sciences

See www.pharmacy.umaryland.edu/graduate/cps

for classes.

Dissertation Research/Thesis Committee

PHAR 899 Doctoral

Dissertation Research 1-3 cr.

Students need a total of 12 credits.

The thesis committee is formed after the
comprehensive exam and is required to meet
on a yearly basis to evaluate progress and
direction (may need to meet more frequendy
to suit individual student needs).

FACULTY RESEARCH AREAS

• Larry L Augsburger, pharmaceutical processing;
design and release of oral solid dosage forms;
product quality and performance of nutraceuti-
cals (www.pharmacy.umaryland.edu/

faculty /laugsbur)

• Adrian H. Batchelor, X-ray crystallography;
Plasmodium falciparum (www.pharmacy.
umaryland.edu/faculty/abatchel)

• Gary G. Buterbaugh, pharmacology of
epileptic seizures

• Andrew Coop, organic and medicinal chemistry,
opioid and sigma receptors (www.pharmacy.
umaryland.edu/faculty/acoop)

• Richard N. Dalby, optimization of respiratory
drug delivery; metered dose inhalers (MDIs);
dry powdered inhalers (DPI); nebulizers
(www.pharmacy.umaryland.edu/faculty/rdalby)

• Natalie D. Eddington, pharmacokinetics of
drugs across biological membranes; pharmaco-
dynamic relationships

• Hamid Ghandehari, novel methods of
controlled drug delivery; polymers;
biomaterials (www.pharmacy.umaryland.
edu /faculty /hghandeh)

• Jun Hayashi, molecular mechanism of T cell
antigen receptor activation signaling, autocrine
B cell growth factor; development of novel small
molecule inhibitors of allergies and human
breast cancer cells

• Stephen W. Hoag, oral solid dosage forms;
Process Analytical Technology (www.pharmacy.
umaryland.edu/faculty/shoag)

• R. Gary Hollenbeck, physical pharmacy to
the development and evaluation of novel drug
delivery systems (www.pharmacy.umaryland.
edu /faculty /ghollenb )

• Kwang Chul Kim, cell biology; epithelial cell
surface mucins (MUCi mucins)

• Insong James Lee, MUCi; function of the novel
proto-oncogene; LETMDi (www.pharmacy.
umaryland.edu/faculty/kkim)

I

2005-2007 CATALOG | 25

Alexander D. MacKerell Jr., computational and
theoretical studies of biological, pharmaceutical
and chemical systems; structure-function rela-
tionships of proteins and nucleic acids; com-
puter-aided drug design targeting cancer,
opioids and immunosuppression; development
of empirical force fields for biological and phar-
maceutical compounds (www.pharmacy.
umaiyland.edu/faculty/amackere)

Sarah L. J. Michel, bioinorganic chemistry; roles
of metal ions in homeostasis and toxicity
(www.pharmacy.umaryland.edu/facultY/smichel)

J. Edward Moreton, behavioral pharmacology;
drugs of abuse; neuropharmacology; neuropro-
tective drugs (www.pharmacy.umaryland.edu/
psc/facu\tyresearch.htm#morelon)

James E. PoUi, oral drug absorption; bioavailabil-
ity considerations in drug design and the phar-
macokinetic evaluation of oral solid dosage forms
(www.pharmacy.umaryland.edu/faculty/jpolli)
Gerald M. Rosen, free radicals in biological sys-
tems; host immune response (www.pharmacy.
umaryland.edu/faculty/grosen)

Michael J. Shapiro, application and develop-
ment of NMR methodologies and strategies and
their corresponding utility to understand the
structure and function of therapeutic proteins in
structure-based drug design (www.pharmacy.
umaryland.edu/psc/facultyresearch.htm#
shapirom)

Paul S. Shapiro, regulation and function of the
extracellular signal-regulated kinase (ERK) pro-
teins during cell cycle control (www.pharmacy.
umaryland.edu/faculty/pshapiro)

Peter Swaan, cell biology; computational
chemistry; drug bioavailability; drug delivery
(www.pharmacy.umaryland.edu/faculty/pswaan
/default.htm)

Ashiwel S. Undie, signaling mechanisms in
dopamine receptor synergism; cellular targets of
antidepressant medications; pathways to psy-
chostimulant addiction; cell death and drug
action in Parkinson's disease (www.pharmacy.
umaryland.edu/faculty/aundie)

• Jia Bei Wang, understand brain ftinction, molec-
ular and cellular basis of mental diseases, and
the discovery of new medicine and treatment
strategies for these diseases; role of opioid
receptor phosphorylation in mediating the sig-
nal transduction and behavioral effect of mor-
phine and other psychostimulants

• Myron Weiner, mechanisms of alterations in
hepatic drug metabolism in rats initiated by
aging, exercise and adenosine; isozymes of
cytochrome P450; hepatocytes (www.pharmacy.
umaryland.edu/faculty/mweiner)

• Angela Wilks, relationship of structure to func-
tion in heme proteins; acquisition and utiliza-
tion of heme by bacterial pathogens such as
Shigella dysenteriae. Vibrio cholerae and
Corynebacterium diphtheriae (www.pharmacy.
umaryland.edu/faculty/awilks)

ACADEMIC RESOURCES

The Department of Pharmaceutical Sciences con-
ducts state-of-the-art research and discovery in the
areas of cellular and chemical biology, neuroscience,
pharmacology, biopharmaceutics and drug delivery.
Over the last fiscal year, we experienced a 39 percent
increase in research funding to $12.4 million in
research dollars in Fiscal Year 2004. As such, the fac-
ulty in the Department of Pharmaceutical Sciences
(PSC) have laid the foundation for the strengthening
of research focus areas and organized research cen-
ters. The faculty, graduate students, postdoctoral
scholars and staff who comprise the Department of
Pharmaceutical Sciences are engaged in a broad array
of pharmaceutical research activities consistent with
the drug design, development and evaluation process.
This process begins through our Computer-Aided
Drug Design Center with the identification of new
and novel therapeutic targets and receptors and con-
tinues with the design and synthesis of new chemical
entities. The biologic activity or efficacy of therapeutic
agents and their endogenous counterparts are evalu-
ated through appropriate cellular or animal models
including dopaminergic, opioid, chemotherapeutic,
anti-hypertensive as well as other appropriate in vitro
and in vivo models. The Industrial Pharmaceutics
Laboratory and the Center for Nanomedicine and Cel-
lular Delivery work on the targeted delivery of thera-
peutic agents to their site of action.

26 I SCHOOL OF PHARMACY

Finally, the Pharmacokinetics-Biopharmaceutics
Laboratory evaluates the disposition, pharmacody-
namics and clinical efficacy of these agents. Research
activities within the department are supported by
various core facilities including: Mass Spectrometry,
NMR, X-ray crystallography, Confocal Microscopy,
and Synthetic Chemistry. The research facilities
within the School of Pharmacy are located in three
buildings within close proximity including the
Health Sciences Facility II, Allied Health Building
and the School of Pharmacy building. The faculty
occupying these facilities have 50,000 NASF of total
laboratory space. The core facilities, laboratory space
and equipment are summarized below.

macodynamic modeling, and population analysis.
Software used for these analyses include ADAPT II,
Winnonlin, NONMEM, SAS, Winnonmbc and MAT-
LAB. The PBL possesses the analytical equipment
required for analysis of drugs in biological matrices.
Facilities include fully automated high pressure liq-
uid chromatograph including UV, fluorescence and
electrochemical detectors, automated gas-liquid
chromatograph with N-P and electron detectors,
spectrophotometers, solid crystal and liquid scintilla-
tion counting equipment for enzyme and/or
radioimmunoassay, LC/MS and LC/MS/MS. Analyti-
cal methods are developed and validated based on
FDA guidances and GLP principles.

PHARMACOKINETICS-BIOPHARMACEUTICS
LABORATORY (PBL)

Scientists within the Pharmacokinetics-Biopharma-
ceutics Laboratory (PBL) are recognized experts in
pre-clinical and clinical pharmacokinetics, pharmaco-
dynamics, human drug metabolism, and clinical effi-
cacy evaluations. The laboratory is directed by Dr
Natalie Eddington, chair of the Department of Phar-
maceutical Sciences. Over the last 15 years, the PBL
has performed more than 50 clinical pharmacology
studies, including bioavailability, bioequivalency,
pharmacokinetic, pharmacodynamic, and special
populations (e.g., renal dysfunction, women, men-
strual cycles, and genetic polymorphism). The PBL
was instrumental in performing the fundamental
studies that are the basis for the following FDA Regu-
latory Guidances including: SUPAC-MR (Scale Up
and Post Approval Changes for Modified Release For-
mulations), SUPAC-IR (Scale Up and Post Approval
Changes for Immediate Release Dosage Forms) and
In Vitro-In Vivo Correlation (IVIVC). Each of these
guidances has been supportive in streamlining the
drug development process. As stated, the PBL has
conducted numerous pre-clinical, translational and
clinical studies in collaboration v^th the pharmaceuti-
cal industry, NIH and the FDA. Further, the labora-
tory currendy holds grants and/or contracts that focus
on mechanisms of drug delivery, disposition, drug
efficacy and surrogate biomarker assessments.

The PBL has over 6,000 square feet in wet labo-
ratory space and is equipped to perform cell-culture,
animal studies, bioanalytical analysis, and mathe-
matical modeling. The laboratory is well versed in
data analysis techniques including pharmacokinetic
modeling, physiological-based pharmacokinetic
modeling, linked and indirect pharmacokinetic-phar-

INDUSTRIAL PHARMACEUTICS LABORATORY

Scientists within the Industrial Pharmaceutics Labo-
ratory are internationally recognized researchers in
the design and optimization of oral dosage forms,
including capsules, tablets, and emulsions. The I PL
is directed by Dr. Larry Augsburger, Ralph Shangraw
Professor of Pharmaceutics. Dr. Augsburger has per-
formed formulation research for over 25 years and is
an internationally recognized leader in this area.
Research performed in this laboratory was instru-
mental in developing Regulatory Guidances for the
Food and Drug Administration. In addition, these
scientists have authored more than 150 referred arti-
cles in systematic formulation development and
focusing on understanding both the principles of the
drug delivery system and how the interplay of formu-
lation and process variables impacts on dosage form
manufacturability and drug delivery performance.
The laboratory is equipped to perform preformula-
tion research, excipient screening, and physical char-
acterization of polymorphs, formulation of capsules
and tables, and the evaluation of these dosage forms
using USP dissolution apparatus. Equipment in the
Industrial Pharmaceutics Laboratory includes instru-
mented tablet presses and capsule filling machines,
Automated Dissolution apparatus, moisture analyz-
ers, particle density analyzer, Flodex powder tester,
particle sizer, hardness/tensile strength testers, pH
meters, HPLC systems, pore size analyzer, ICH sta-
bility chambers, Instron physical testing machine,
surface area analyzer, zeta reader, HiCoater, Stokes
B-2 rotary press, Fitz Mill M-5, Colton rotary press,
Quadro Cone Mill, Manesty Beta Press, Zanasi LZ
64 Capsule filler, H and H Automatic Capsule filler,
and Littleford High Shear Granulator.

2005- 2007 CATALOG | 27

MASS SPECTROSCOPY CORE FACILITY

The School of Pharmacy has a centralized Mass
Spectrometry facility housed in the new Health Sci-
ences Facility II, which can be employed to readily
determine the molecular mass of novel small mole-
cules as well as proteins and DNA resulting from
proteomics studies. The central facility is equipped
with a liquid chromatography mass spectrometer
(LC/MS) and a matrix-assisted laser desorption ion-
ization time-of-flight (MALDI-TOF) spectrometer.
The Thermo Finnigan LCQ LC/MS is ideally suited
for the quantitative analysis of small molecules (up
to 2 kDa) in biological liquids and molecular mass
determination of novel chemical entities, such as
synthetic molecules resulting from a drug discovery
program. The Bruker Daltonics OmniFlex^"
MALDI-TOF is a mass spectrometer with reflectron
and post-source decay (PSD) capabilities. This high-
throughput equipment (lOO sample ion source) is
capable of accurately and rapidly determining the
mass of high molecular weight molecules (peptides,
proteins, DNA, synthetic polymers) up to 8o kDa.
The reflectron option increases the resolution and
accuracy of this particular machine three- to four- fold
over conventional MALDI-TOF equipment. The PSD
modtile allows the investigator to perform MS/ MS
analysis by selecting peptide fragments for subse-
quent peptide fragmentation. The Biotools software
for protein data interpretation enables protein finger-
printing for identifying novel proteins originating
from proteomics approaches. Further, this equip-
ment can be employed to determine protein-protein,
protein-DNA and protein-RNA interactions.

CONFOCAL MICROSCOPY CORE FACILITY

A fluorescence microscopy and confocal laser scan-
ning microscopy (CLSM) core facility is housed in
the School of Pharmacy. The CLSM unit is a Nikon
Ci tethered to an E8oo upright and a TE2000E fully
motorized microscope. The Ci can be used for most
confocal applications with a wide choice of fluo-
rochromes, such as "green" fluorescence protein
(GFP) imaging, time-lapse experiments, co-localiza-
tion studies and live-cell imaging. The Ci confocal
system scans four channels (three fluorescence and
one transmitted light) simultaneously, and consists
of an Argon laser (488nm) for detection of FITC,
BODIPY, GFP, and Oregon Green dyes, and two
Helium Neon lasers — Green (543nm) for detection
of TRITC, PI; and Yellow (594nm) for Texas Red.

SYNTHETIC CHEMISTRY CORE

The Synthetic Chemistry Core is housed in the
School of Pharmacy and focuses on support of
translational research in order to synthesize small
molecules and peptides. A significant part of this
effort involves research in the area of drug discovery
and development. To date, research in the area of
drug discovery has involved collaboration of various
biologists, structural biologists, synthefic chemists
and the School of Pharmacy Computer-Aided Drug
Design (CADD) Center. Scientists within this core
have over 15 years of experience in the design and
synthesis of small molecules and peptides. The core
occupies over 1,000 square feet and possesses all
relevant synthetic instrumentation including Buchi
rotary evaporators, Aldrich vacuum manifold. Savant
VP 100 vacuum pump, Welch vacuum pump,
Mel-temp melting point apparatus. Lab-line vacuum
oven and VWR flammable solvent cabinet.

COMPUTER-AIDED DRUG
DESIGN (CADD) CENTER

Center capabilities include performing database
screening against the crystal structures of target pro-
teins or nucleic acids using a virtual database of 3 mil-
lion commercially available low molecular weight
compounds. Typically database searching will select
100-200 compounds for biological assay, from which
a collection of five to 10 lead compounds with activi-
ties in the micromolar range will be identified. These
compounds can then be subject to lead optimization
using, in part, CADD capabilities. Lead optimization
involves systematically modifying the structure of the
lead compound and determining which modifications
will enhance the biological efficacy. The most promis-
ing modifications of the lead compounds are then syn-
thesized and subjected to biological assay. This
combination of CADD, synthesis and biological assay
may be performed in an iterative fashion to further
improve the biological efficacy. This iterative method-
ology is often performed in concert with structural
biology from which 3D structijres of the drug receptor
complex are experimentally determined to validate
and help direct the CADD efforts. In addition, CADD
Center capabilities include structure-activity relation-
ship (SAR) based methods that may be used to ration-
ally improve the biological efficacy of a compound
when the structure to the target protein or nucleic acid
is unknown. These methods apply state-of the-art
molecular mechanics and molecular dynamics
approaches as well as quantimi mechanical methods.

28 I SCHOOL OF PHARMACY

X-RAY CRYSTALLOGRAPHY FACILITY

The technique of macromolecular crystallography is
the principal foundation on which rational drug
design is based. High-resolution crystal structures of
lead compound inhibitors bound to active site cleft
have allowed the rational design of improved
inhibitors. Notable success stories include the
development of HIV protease and influenza neu-
raminidase inhibitors. More recently, broader screens
based on the combination of computational docking
procedures combined wdth a biological screen have
resulted in larger numbers of lead compounds in a
typical drug development study. The H IV protease
endeavor demonstrated that lead compound
inhibitors often interact with target proteins in
unexpected ways. It is therefore essential that the
location and means by which a lead binds to the
target compound is confirmed. The methods of
choice for this would be NMR or crystallography.
Both methods have their advantages and are in many
ways complementary. The principal disadvantage of
crystallography is that potential lead compounds may
inhibit crystallization of the target protein. However,
the advantage of protein crystallography is that when
crystals are obtained the resulting structures can be
very accurate thus allowing the 'fine tuning' of the
lead compound in question.

The UMB X-ray crystallography laboratory is
equipped with a new generation high flux narrow
beam Micromax-7 X-ray generator and associated
Raxis-IV-n- detector ideally suited to rapid in-house
crystal screening and data collection. Crystals are rou-
tinely maintained at cryogenic temperatures using an
Oxford Cryosystems freezing device, and are
mounted in an inverse phi orientation to allow con-
venient storage of crystals. The laboratory can accom-
modate virtually all crystal forms but is ideally suited
to medium to small sized crystals (300 to 50 pm)
with unit cells of 300 Angstroms or less. The associ-
ated Crystal Clear software is user friendly and offers
rapid crystal screening strategies with virtually auto-
mated data collection and processing.

SCHOOL OF PHARMACY EQUIPMENT

The School of Pharmacy has over 50,000 NASF of
laboratory space. This includes 65 molecular biolog)'
suites, 20 chemistry laboratories suites (three of
which are double suites), eight animal laboratories
within an AALAC-approved animal facility, NMR
Suite with control room, X-ray Crystallography Suite,
Mass Spectroscopy Suite, Molecular Modeling/Com-
putational Chemistry Laboratory, six cold rooms, two
autoclave dishwashing rooms, six tissue ctxlture
rooms, numerous equipment rooms, a dark room,
and a hydrogenation facility. Equipment and instru-
mentation in the School of Pharmacy include Ioniza-
tion time-of flight (MALDI-TOF) Mass Spectrometer,
500 MHz NMR with 5mm PFG Triple Resonance
chili-Probe & 5mm Penta Probe, RAXIS-IV-H-/RP
Imaging Plate System, X-ray Crystallography System
Gen Micromax with Raxis Imaging Plate System, five
Avanti J-20XPI Centrifuges, Optima L-ioo XP Ultra-
centrifuge with 100 Ti Rotor and two Swinging Tita-
nium Bucket Rotors, eight Z400 Superspeed
Centrifuges, 14 CO2 Air-Jacketed incubators, 10
Upright -86 degree Ultra low freezers, 8 -30
Upright Forma Freezers, Kodak X-Omat 2000A
processor, seven ice machines, RAID System with
Tape Library with optical storage units, Nikon Ci
Confocal System, Array 10 water polishing units, X-
ray Diffraction Unit, XX CO2 Incubators, Glassware
Washers with RODI water, SPECTRAmax Microplate
Reader with SOFTmax Pro Software with Lmax
Luminometer, iCycler Thermal Cycler with Optical
Upgrade with real time analysis during PCR, Two LS
6500 Liquid Scintillation Counter, HPP5001 High
Performance Particle Analyzer, 14 Sterilgard III
Class 2 hoods for Tissue Culture, FPLC, Phospoim-
ager, Real Time PCR, 15 Waters HPLC with dual
wavelength detector and with Multi-channel Fluores-
cence detector, numerous new microscope/imaging
systems, and Glove Boxes.

2005-2007 CATALOG | 29

Extramural funding for research is currently
almost $5 million and ongoing investigations include
collaborative projects with other researchers on cam-
pus and at the FDA, NIH, Johns Hopkins University,
Walter Reed Army Institute of Research, and the phar-
maceutical industry. Projects include biotechnology
related pharmaceutical science research involving
molecular biology; macromolecular structure, dynam-
ics and drug design; pharmacology and neuroscience;
and novel drug and gene delivery.

The Department of Pharmaceutical Sciences has
one of the most modern industrial and pharmaceuti-
cal technology research and manufacturing facilities
in the country. It has small-scale and pilot-scale
equipment for the production of aerosols, parenter-
als, liquid, semi-solid, and solid dosage forms. There
is a state-of-the-art analytical facility for basic and
applied pharmacokinetic research and clinical
research in hospitalized patients. The laboratory is
equipped to investigate all phases of drug absorption
and disposition in animals and/or humans. A Good
Manufacturing Practice facility exists for small-scale
manufacturing pharmaceuticals.

FINANCIAL SUPPORT

Financial support is available to students accepted
into the program so that they can focus on graduate
studies. Support includes a stipend ($20,772 for year
2004 for Step I pre-candidates and $21,772 for Step
II candidates), tuition, health, and fees. Additional
merit awards are given to the department's most out-
standing students.

Competitive departmental fellowships are
awarded by the department each year: Dunning Fel-
lowship, Emerson Fellowship, Slama Graduate
Award, and the Shangraw/Center for Professional
Advancement Scholarship. Additionally, many stu-
dents each year earn external fellowships, through
excellence in academics and research.

POST-GRADUATE EDUCATION
ANDTRAINING

RESIDENCY AND FELLOWSHIP
TRAINING PROGRAMS

The residency and fellowship training programs
through the Department of Pharmacy Practice and
Science are an important response to the demand for
pharmacists with advanced clinical training in a vari-
ety of health care settings. The department currently
offers residency and fellowship training programs in
clinical toxicology, community pharmacy practice,
drug information practice, geriatric pharmacother-
apy, instructional design and evaluation, managed
care pharmacy practice, palliative care, oncology
pharmacy practice, pediatric pharmacy practice, pri-
mary care pharmacy practice, and psychiatric phar-
macy practice. Each program is designed to give the
resident a breadth of practical experiences that will
enhance the trainee's clinical, research, and teaching
skills. While the objectives of each program are
slightly different, the goals of these training pro-
grams are to:

• Prepare individuals to assume leadership roles
in pharmacy practice and science.

• Create progressive, educationally oriented prac-
tice settings in which pharmacists enhance their
patient care, and administrative, teaching, and
research skills.

Foster the development of innovative patient
care services.

Promote professional, public, and political
awareness of the important role that pharma-
cists play in providing health care services.

• Conduct applied research regarding pharmacy
services that determines their impact on patient
care in terms of clinical, humanistic, and/or eco-
nomic outcomes.

For more information see www.pharmacy.umaryland.
edu/pps/residents.

30 I SCHOOL OF PHARMACY

(left to right) Student Rachael Boyer checks a volunteer's blood pressure at
UMB Legislative Week in Annapolis.

(left to right) Jt'iimft-r Mercado. Rachael Boyer Ana Gonzalez, and
Susanna Sowell at UMB Legislative Week in Annapolis.

STUDENT INFORMATION

2005-2007 CATALOG | 31

COMMITMENTTO DIVERSITY

The School seeks an appUcant pool and a student
body that is diverse in race, sex, age, geographic and
economic background, religion, and ethnicity.

COMPLIANCE WITH
ADA LEGISLATION

In accordance with the Americans with Disabilities
Act of 1990, the School examines all aspects of
its programs and services to ensure accessibility
to qualified students with disabilities. From
recruitment to commencement, the School strives
to create an environment that respects individual
differences while challenging students to perform
to their optimal ability.

HEALTH INSURANCE

University or equivalent health insurance coverage is
required of all full-time students. Students will be
billed for health insurance unless they provide proof
of similar coverage to the Office of Student and
Employee Health. If students provide documenta-
tion, the cost of the premium is waived. The cost of
health insurance varies depending on the type of
coverage. For information about health insurance,
call Student Accounting at 410-706-2930 or visit the
Administration Building, Room 313. Details are also
online at www.umaryland.edu/health.

STUDENT HONORS AND AWARDS

In the spring, the School honors its graduates.
Students who graduate in the top 4 percent of
their class, graduate with Summa Cum Laude
honors, the next 5 percent, Magna Cum Laude,
and the next 6 percent. Cum Laude. Faculty
members present the following academic-
achievement awards to members of the graduating
class at the spring Graduation Convocation.

Alpha Zeta Omega Fraternity Prize, Kappa Chapter.

The Kappa Chapter of the Maryland Alumni
Chapter of the Alpha Zeta Omega fraternity
provides a prize that is awarded to a student for
proficiency in pharmacology.

Andrew G. DuMez Award. In memory of Dr.
Andrew G. DuMez, former dean and professor of
pharmacy, the DuMez award is given to a student
for superior proficiency in pharmacy.
Lambda Kappa Sigma-Cole Award, Epsilon
Alumnae Chapter. A student receives this award in
memory of Dr. B. Olive Cole, former acting dean,
for proficiency in pharmacy administration.

The Excellence in Pharmaceutical Care Award.

The Nontraditional PharmD Pathway preceptors
and mentors give this award to a student who has
excelled in his/her practice setting.
School of Pharmacy Academic Excellence Awards.
The students who receive this award have attained
the highest general average in the entry-level pro-
gram and in the Nontraditional PharmD Pathway.
William Simon Memorial Prize. In honor of
the late Dr. William Simon, a professor of
chemistry in the School for 30 years, a student
is awarded a prize for superior work in the field
of biomedicinal chemistry.
Frank J. Slama Award from the School's
Alumni Association. In tribute to Dr. Frank J.
Slama, Class of 1924, a former professor and head
of the Department of Pharmacognosy, for over half
a century of loyalty and service to his profession, to
the School, and to the Alumni Association, the
School's Alumni Association gives this award to a
member of the graduating class who excelled in
extracurricular activities.
Dr. and Mrs. Frank J. Slama Scholarship Fund.
In memory of her husband. Dr. Frank J. Slama,
former distinguished professor in the School of
Pharmacy, Lillian Slama established this scholarship
on Aug. 12, 1975. A student receives this award for
superior work in the field of biopharmacognosy.

32 I SCHOOL OF PHARMACY

Wagner Pharmaceutical Jurisprudence Prize.

In memory of her husband, Manuel B. Wagner,
and her son, Howard J. Wagner, both alumni of the
School, the late Mrs. Sadie S. Wagner, and her daugh-
ter, Mrs. Phyllis Wagner Brill Snyder, fund a prize to
a graduating student for meritorious academic
achievement in pharmaceutical jurisprudence.

John F. Wannenwetsch Memorial Prize. In memory
of her brother, Dr. John F. Wannenwetsch, a distin-
guished alumnus of the School, Mrs. Mary H. Wan-
nenwetsch funds a prize given to a graduating
student who has exhibited exceptional performance
and promise in the practice of community pharmacy.

The Conrad L. Wich Pharmacognosy Prize.

In appreciation of the assistance that the Mar/land
College of Pharmacy extended to him as a young
man, Mr. Conrad L. Wich provided a fund. The
faculty assembly awards annually the income from
this fund to a student who has done exceptional
work throughout the course in pharmacognosy.

L.S. Williams Practical Pharmacy Prize. A bequest
provided by the late L.S. WilHams funds the L.S.
Williams Practical Pharmacy Prize given to the stu-
dent having the highest general average throughout
the course in basic and applied pharmaceutics.

STUDENT ORGANIZATIONS

The School has i8 student organizations, including
fraternities, professional pharmacy organizations,
honor societies, a high school tutoring/mentoring
program, and social organizations that perform a
variety of services and activities for the profession
and the community. The organizations operate under
the auspices of the Student Government Association.
Further information is available at www.pharmacy.
umaryland.edu/studentorg/default.htm.

PHARMD STUDENT GOVERNMENT
ASSOCIATION (SGA)

The SGA promotes the professional development of
students through the process of self government.
The SGA strives to develop academic achievement,
to encourage communication between faculty and
students, to coordinate activities within the School,
to promote educational programming, to enhance
professional and social interests, and to encourage

community service. All students belong to the SGA.
The Executive Council of the SGA is composed of
SGA officers, presidents of organizations, class offi-
cers, and the yearbook editor; and the council is
vested the executive, legislative, and judicial power of
the SGA. The council meets periodically with School
administrators to discuss important issues. At the
campus level, the University Student Government
Association (USGA) coordinates the activities of the
Graduate School and the six professional schools.
USGA representatives are elected by the students of
all seven schools.

PHARMACY GRADUATE
STUDENT ASSOCIATION

Graduate students play a particularly active role in a
number of campus student organizations. Addition-
ally, two graduate student organizations within the
School of Pharmacy and the Department of Pharma-
ceutical Sciences are the Pharmacy Graduate Stu-
dent Association and a student chapter of the
American Association of Pharmaceutical Sciences.
Moreover, depending upon their specific research
interests, individual students often join national pro-
fessional societies, many of which host meetings and
workshops in the mid-Atiantic region.

The purpose of the Pharmacy Graduate Student
Association (PGSA) of the University of Maryland
School of Pharmacy is: i) to act as an official liaison
body to communicate graduate student concerns to
the pharmaceutical sciences and pharmacy adminis-
tration officials of the School; 2) to provide a plat-
form for discussions and suggestions on matters
involving graduate students; 3) to communicate and
support research interests of graduate students of
the School; 4) to promote efficient recruitment and
orientation of incoming graduate students; 5) to pro-
mote a better graduate student life; 6) to represent
the interests of graduate students as members of
university-wide organizaHons; and 7) to recognize,
foster, and reward outstanding leadership among
individuals who promote PGSA ideals.

FINANCIAL INFORMATION

2005-2007 CATALOG 33

The School's tuition and fees, health insurance,
residency status, and financial aid information is
as follows:

TUITION AND FEES

Tuition and fees for the current academic year can
be found on the Student Accounting Web site at
www.umarYland.edu/institutionalresearch/tuition.
Nontraditional PharmD Pathway and graduate
students pay tuition per credit hour regardless of
the number of credit hours taken.
* Late payment of tuition and fees is $100 or ^percent of
the balance, whichever is less. NOTE: Notwithstanding
any other provision of this or any other University publica-
tion, the University reserves the right to make changes in
tuition, fees and other charges at any time such changes
are deemed necessary by the University and the University
System of Maryland Board of Regents.

LATE REGISTRATION

Students who fail to complete registration by the
specified deadline, pay a late registration fee of $75
per transaction.

DETERMINATION OF IN-STATE
RESIDENCY

The Office of the Registrar makes an initial determi-
nation of residency status for admission and tuition
when students apply for admission. The determina-
tion made at that time, and any determination made
thereafter, shall prevail for each semester until the
student changes the status. Students classified as
in-state residents are responsible for notifying the
Office of the Registrar in writing within 15 days of
any change in their circumstances that might in any
way affect their classification at the University.
Students may obtain a copy of the University's policy
on in-state residency status from www.umaryland.
edu/orr/ or by calling 410-706-7480.

PHARMD STUDENT FINANCIAL AID

The Office of Student Financial Aid centrally
administers student financial aid programs. These
programs are designed to help students who
otherwise would be unable to attend the University.
Aid packages for students often include a combi-

nation of loans, grants, scholarships, and work-study
designed to meet students' needs. To qualify for aid,
students must apply annually and meet the eligibility
requirements. Also, students must complete the
required financial aid appUcation forms. For more
information about financial aid and to obtain
applicarion forms, call 410-706-7347/800-735-2258
(TTY/Voice), visit www.umaryland.edu/fin or write
to the Office of Financial Aid, iii S. Greene St.,
Baltimore, MD 21201.

SCHOOL OF PHARMACY
SCHOLARSHIPS

Through the generous gifts of alumni, friends, and
professional associations, the School provides addi-
tional financial aid to its full-time students who are
in need of financial support. Students do not apply
for these awards. Students who receive most awards
are those who can document unmet financial need
through the student financial aid process. Some
scholarships support students from certain geo-
graphical areas. The School has established the fol-
lowing scholarships:

April Adams Memorial Scholarship. The students,
faculty, and friends of April Adams established this
scholarship as a lasting tribute to Adams, Class of
1999. The scholarship, symbolizing her dedication to
and love of pharmacy, will be awarded to deserving
students in her name.

Marilyn I. Arkin Scholarship Fund. The family and
friends of Marilyn I. Arkin, daughter of Ann and
Morris Arkin and a member of the Class of 1975,
established this scholarship as a memorial in 1988.
The scholarship provides support for professional
students in the School of Pharmacy.
The Yvette Beakes Memorial Scholarship. Family,
friends, classmates and faculty established this
scholarship in June 2002 as a memorial to Yvette
Beakes, Class of 2000 PharmD graduate. The
scholarship provides support for financially needy
professional students who have made contributions
to community or health care causes.

The Beardsley Scholar Leader Scholarship Fund.

Established in January 2005 by Drs. Robert S. and
Katherine P. Beardsley, this fund provides support
for third-year students enrolled in the Doctor of
Pharmacy program who demonstiate academic
achievement, financial need and significant leader-
ship ability."*

34 I SCHOOL OF PHARMACY

The Boyle Legacy for Advocacy Scholarship Endow-
ment. Established in February 2005 by Dr. Cynthia J.
Boyle in memory of John E. Boyle, this fund provides
scholarship support to students after completing at
least the first year of the PharmD program, enrolled
in the Doctor of Pharmacy program who have
demonstrated academic achievement, financial need,
and an aptitude for advocacy for the profession or
public health and participated as active members of
a professional pharmacy organization.**

Caspari Memorial Fund. Alumni and friends of
Professor Charles Caspari, Jr., former dean of the
School of Pharmacy, estabhshed this scholarship
Nov. 25, 1917, to support a deserving student who
has financial need.

Centennial Research Fund. This fund was estab-
lished Sept. 13, 1946, with contributions from the
Centennial Research Fund campaign launched in
1941 to commemorate the looth anniversary of the
School of Pharmacy. The students who receive this
fellowship do research in the following fields:
pharmacy, pharmaceufical chemistry, pharmacology,
microbiology, and pharmacognosy.
H.J. (Jack) Custis, Jr., Memorial Scholarship Fund.
In memory of H.J. (Jack) Custis, Jr., Class of 1951, a
fund was established to award scholarships on the
basis of reasonable need and academic ability to
students in the professional program of the School
of Pharmacy. Students must be residents of one of
Maryland's nine Eastern Shore counties to be eligible
for the Custis Memorial Scholarship.
H.A.B. Dunning Fellowship Fund. This fund was
first established from annual donations beginning
in 1930 and endowed in 1963 by bequest to the
School of Pharmacy from Dr. H.A.B. Dunning,
distinguished alumnus of the School and prominent
Baltimore manufacturing pharmacist. This fellow-
ship is open to promising graduate students doing
research in pharmaceutical chemistry.
Isadore M. and Irene R. Fischer Memorial
Scholarship Fund. The families of Isadore M.
and Irene R. Fischer have provided a scholarship
fund to support a professional or graduate student
demonstrating academic excellence in the
educational programs of the University of
Maryland School of Pharmacy.

Charles L. Henry Memorial Scholarship Fund.

The Charles L. Henry Memorial Scholarship Fund
has been provided for PharmD students in the
School of Pharmacy requiring financial assistance.
L. Louis and Elinor Hens Memorial Scholarship
Fund. Established in 1990 by Mrs. Elinor Hens in
memory of her husband, this fund is used to support
deserving students who have financial need.
Dr. Paul Jablon Research Award. Mr. Leon Jablon
and the late Mrs. Yetta Jablon established this
award in January 1985 in memory of their son,
Dr. Paul Jablon. The research award is given to
students displaying exceptional promise in the field
of pharmaceutics.

J. Gilbert Joseph Scholarship. In memory of her
brother, J. Gilbert Joseph, a former student of the
School of Pharmacy, the late Miss Jeanette Joseph
provided a generous bequest to endow scholarships
to be awarded to qualified students who have main-
tained a superior scholastic average and who are in
need of financial assistance.

Frederick William Koenig Memorial Scholarship. In

memory of her husband, Frederick William Koenig,
a practicing pharmacist for 50 years, the late Mrs.
Valeria R. Koenig has bequeathed a sum of money to
endow a scholarship to be awarded annually. The
recipient of the award will be selected on the basis
of financial need, character, and scholarship.
The Bernard Lachman Memorial Scholarship Fund.
The family, friends, and colleagues of Bernard
Lachman established this fund in 1999 in his
memory. The scholarship is used to support
students who have financial need.
Dr. Dean E. Leavitt Memorial Scholarship Fund.
In honor of Dr. Dean E. Leavitt, associate dean for
administration and professional services, 1976-
1989, the family and the faculty established a fund
to support a scholarship covering the final year of
pharmacy school for students who have attained at
least a cumulative average of 3.0, who have shown
superior aptitude and enthusiasm in the course
sequence in management, and who have demon-
strated, as Dean Leavitt did, a commitment to
the qualities of health and humanitarianism, both
personally and professionally.

2005-2007 CATALOG I 35

A.M. Lichtenstein Scholarship. In memory of her
husband, A.M. Lichtenstein.distinguished alumnus
of the School of Pharmacy, Class of 1889, the late
Mrs. Francina Freese Lichtenstein bequeathed a
sum of money to endow an annual scholarship to
a resident of Allegheny County, Maryland. The
recipient of the award is to be selected on the basis
of financial need, character, and scholarship.

The Eugene J. Lovito Scholarship Fund. This fund
was estabhshed in 2004 by long-time staff member
Phyllis Lovito in honor of her father This fund
provides support to an academically talented
third-year student with demonstrated financial need,
outstanding skills in patient care and contributions
to community or health care causes. **

The Dr. L. Lavan Manchey Scholarship Fund. This
fund was estabhshed July 8, 1997, in memory of L.
Lavan Manchey, PhD, Class of 1926, and winner of
the Simon Gold Medal for proficiency in practical
chemistry in 1928. The scholarship is used to sup-
port students who have financial need.

Aaron and Rosalie Paulson Scholarship Fund.

Estabhshed by Mr Aaron A. Paulson, Class of 1924,

and his late wife, Rosahe, this endowed scholarship

supports a first professional year student with

demonstrated financial need.

Plough Pharmacy Student Scholarships.

The Plough Foundation, created by Abe Plough,

founder of Plough Inc., and the School of Pharmacy,

contributed funds to an endowment that provides

financial support to pharmacy students. The funds

are awarded on the basis of financial need, academic

achievement, leadership, and citizenship.

Leonard Rodman Dean's Scholarship Fund.

Established in March 2001 by Mr Leonard Rodman,
this fund is used to provide a scholarship to support
students who have financial need.
Milton C. and Elizabeth C. Sappe Scholarship Fund
(formerly the Milton Charles Sappe Scholarship
Fund). Elizabeth Sappe established this scholarship
in December 1995. The scholarship is used to
support students who have demonstrated financial
need, high academic standing, and are residents
of Maryland.

Joseph Sokol Memorial Scholarship. In memory of
Joseph Sokol, Class of 1973, his family and friends
established this scholarship to provide support for
deserving students who have financial need.

Arthur Schwartz Memorial Scholarship Fund.

The family and friends of Arthur Schwartz, BS
Pharm 1979, PhD Pharmacy Administration 1987,
have established an endowed scholarship fund for a
graduate student in Pharmacy Administrarion to
honor his memory.

Dr. Frank J. Slama Fellowship Fund. Established
in April 1996 from the estate of Lillian Slama, in
memory of her husband. Dr. Frank J. Slama, this
fellowship supports one or more annual award(s)
for graduate students studying medicinal chemistry
and/or pharmacognosy.

"""This fund is part of the portfoho of endowed
scholarships and fellowships for pharmacy students
to be called the Presidential Scholarship Program for
Pharmacy Students, which was established to honor
the leadership of David J. Ramsay. A matching fund
gift from John M. Gregory will be used to augment
donations to the fund and other funds in the portfolio.

LOAN FUNDS

Students in financial need may apply for the
School loans described below. For more informafion,
contact the associate dean for student affairs at
410-706-7653.

Rose Hendler Memorial Fund. L. Manuel Hendler
and family have established a loan fund in memory of
Mrs. Rose Hendler for needy students. Loans from
this fund are available to qualified students.

Louis T. Sabatino Memorial Student Loan Fund.

In honor and memory of her late brother, Louis T
Sabafino, Class of 1939, Mrs. Marie Sabafino
DeOms has established this fund to provide loans
to deserving students.

Benjamin Schoenfeld Memorial Pharmacy Loan
Fund. The family of Mr Benjamin Schoenfeld,
Class of 1924, has estabhshed a loan fund as a
memorial to him. This fund is available to
qualified needy students. Loans are made upon
the recommendation of the dean.

Burroughs-Welcome Emergency Loan Fund.

The Burroughs-Welcome Co. established a fund
to provide short-term (two months) loans to
students in financial need.

36 I SCHOOL OF PHARMACY

VETERANS FINANCIAL AID

New students who are eligible for educational
benefits through the Veterans Administration should
forward a completed VA Form 22-1995: Request for
Change of Program or Place of Training to the Office
of Student Affairs. Veterans who have not used any
of their VA educational benefits should forward a
completed VA Form 22-1990: Application for
Program of Education or Training and a copy of
DD 214: Separation Papers directly to:

Office of Student Affairs
University of Maryland
School of Pharmacy
20 N. Pine St., Room 224
Baltimore, MD 21201

PHD STUDENT FINANCIAL AID

For information on financial support, graduate
students should contact the graduate department
to which they are applying.

Pharmaceutical Sciences post-doctoral students work on a variety
of research projects.

2005-2007 CATALOG I 37

PHARMD POLICIES AND PROCEDURES

The School reserves the right to make changes in
requirements for admission, curriculum, standards
for advancement and graduation, fees, and rules and
regtdations. The following policy statements shall
not be construed as a contract between any student
and the School of Pharmacy.

REGISTRATION POLICIES

CANCELLATION OF REGISTRATION

Students who register and subsequently decide
not to attend the School of Pharmacy must provide
written notice to the Office of Student Affairs on or
before the first day of class. If this office has not
received a request for cancellation by 5 p.m. on or
before the first day of instruction, the University wi!
assume that students plan to attend and that they
accept their financial obligation.

ACADEMIC SESSIONS

The School of Pharmacy's academic calendar is as
follows: the fall semester, four months beginning
the last week of August through mid- December; a
winter minimester, three weeks in January; and the
spring semester, four months beginning late January
through the end of May. The School does not offer
a summer session. Full-time students enrolled for
the spring semester do not pay tuition and fees for
courses taken on the UMB campus during the
January minimester. Students must pay additional
minimester tuition at other University System of
Maryland (USM) campuses. Students may take
didactic courses at USM institutions but must pay
summer session tuition and fees directly to the
institutions they attend. For up-to-date information
about the academic calendar and registration,
see www.pharmacY.umaryland.edu/studentaffairs/
registration /registration. htm.

CHANGE IN REGISTRATION

All registration can be entered during Web registra-
tion from the beginning of advanced registration
until three to four weeks before the start of classes
(see academic calendar at www.pharmacy.
umaryland.edu/calendars/ ) . Students can ADD
classes up to the first week of instruction and DROP
classes four weeks after the start of classes.

NOTE: These deadlines are inclusive of ALL
CLASSES at the UMB campus, whether or not they
start at different times during the semester .

In unusual instances, after the deadline,
transactions must be submitted directly to the
Office of Student Affairs, using the Change in
Registration Form with approval of the coursemaster
These types of changes will not incur a fee.

LATE REGISTRATION

Students who fail to complete registtafion by the
specified deadline, pay a late registration fee. (See
the Financial Information secfion of this catalog for
fee amount.)

TRANSFER COURSEWORK POLICY

Students are allowed to transfer up to 6 credits of
didactic elective coursework completed at a four-year
institution. Prior approval must be obtained from
student's advisor and the Office of Student Affairs.

38 I SCHOOL OF PHARMACY

ACADEMIC STATUS POLICIES

I. DEFINITIONS

A. "associate dean" refers to the associate
dean of student affairs

B. "chair" refers to the Student Affairs
Committee chair

C. "committee" refers to the Student
Affairs Committee

E. "dean" refers to the dean of the
School of Pharmacy

II

GENERAL

A

Grading Policies

I. As per University poHcy the School of

Pharmacy uses the following grading system:

GPA POINT

GRADE INTERPRETATION VALUE

A Excellent 4

B Good 3

C Fair 2

D Weak but passing i

P Pass NA

F Failure o

I Incomplete (one year to remove) NA

NM No mark NA

WD Withdraw from program NA

2. When, for any reason, students repeat courses,
grades achieved in the repeated courses will
replace all previous grades in the same course.

B. Use of"NM" and "I" Grades.

I. An Incomplete ("I") grade at the end of the
grading period indicates that (a) a student has
not completed all elements of a particular
course that are calculated into the final grade
for that course, and (b) the student has received
permission from faculty to continue to work on
these elements. If the student has not made
arrangements with faculty for an extension
beyond the semester, a failing grade must be
recorded. When an "I" is awarded, the faculty
and student must complete a Plan of Action
Form that oudines the steps to be taken to
remove the "I." Incomplete grades must be
resolved within one year following the date the
original grade was awarded. Extensions may be
granted for extenuating circumstances.

2. A No Mark ("NM") is the default grade that
is given when faculty members cannot award
letter grades at the end of the grading period.
Reasons for "NM" grades include: course
content did not conclude during that semester;
faculty were unable to calculate final grades; or
final assessments were not completed at the
time grades were due.

3. In summary, "I" grades reflect issues involving
student ability to complete course requirements,
while "NM" grades indicate that faculty are
unable to record letter grades at the end of the
grading period due to course related issues.
Both students and faculty are responsible for
resolving grading issues as soon as possible.

C. Absences

Students are granted excused absences for docu-
mented physical and mental health issues. Granting
excused absences are made on an individual basis
in consultation with the Office of Student Affairs,
faculty advisors, and each coursemaster. The
School's goal is to provide a climate conducive to
learning for all students and to maintain a rigorous
academic program while assuring professional
responsibility, equity, and respect for the needs
of individuals.

I. Requests for excused absences must be in
writing to each coursemaster before arrange-
ments are made to make up missed exams
and assignments. Requests must include the
natiire of the illness, treatment plan, expected
length of absence, a plan to make up missed
assignments/exams, and documentation ft-om
the student's caregiver. The ability to return
successfially after an extended absence is based
on numerous factors including the type of
illness, the type of treahnent, when the absence
occurred, the student's past academic perform-
ance, and the type of assignments/exams
missed. The student's caregiver may be asked to
help determine a reasonable course of action.
Faculty will attempt to accommodate shident
needs, but must consider academic integrity
and other issues when considering the request.
If coursework cannot be completed by die end
of the semester, the stiident will receive an "I"
grade and will make arrangements with faculty
to resolve remaining academic issues.

2005-2007 CATALOG | 39

2. Experience has shown that it is difficult to
retiim to school after missing two to three
weeks of classes. Students may be better served
to request a leave of absence from the program
if their situation involves absences of greater
than three weeks. Students must request a leave
of absence in writing to the Office of Student
Affairs. If granted, the student will prepare a
Plan of Action documenting his/her future
plans including when he/she plans to return to
the School. Students must also contact individ-
ual coursemasters and their academic advisor
when their leave is approved. A copy of the leave
approval will be retained in the student's file.

D. Withdrawal from Program

Students may choose to withdraw from the program
for a variety of reasons. Requests of withdrawal
must be in writing to the Office of Student Affairs.
The office will notify University officials, academic
advisors, and other faculty members. Notation of
the withdrawal will be retained in the student's file.
Students may receive partial refunds from the
University based on campus policies. Students who
fail to complete an official request for withdrawal
will receive failing grades in all courses.

III. ACADEMIC REVIEW PROCESS

Student performance in didacfic and experiential
learning courses is monitored on a continual basis.
Students are responsible for their own academic
progress. Students should take the initiative to meet
with their academic advisor, their coursemasters,
and the Office of Student Affairs when academic
problems occur. Experience has demonstrated that
the more acfive a student is in recognizing and
addressing potential problems early, the greater the
likelihood of avoiding academic difficulties. By the
same token, faculty members are encouraged to ini-
tiate discussions with students whose performance
is likely to result in a failing grade.

A. Academic Requirements

1. Students who receive a failing grade in any
course (required or elective, didactic or experien-
tial) are eligible for academic dismissal as soon
as the failing grade is submitted in writing to
the Office of Student Affairs.

2. Students who have a cumulative GPA below 2.0
in required courses at the end of each semester
are subject to academic dismissal.

3. Students who receive more than one D-grade in
a given semester in required courses, but are not
eligible for academic dismissal, will be invited to
an academic hearing with the committee.

4. Students who earn a semester GPA below
2.0 but maintain a cumulative GPA of 2.0 or
greater will receive a letter of academic warning
from the Office of Student Affairs.

5. Students must pass all first- and second-year
coiirses before advancing into the third year; and
all third-year courses before advancing into the
fourth year Students must also pass prerequisite
courses before taking related advanced courses.

Review Process for F-grades

or GPA < 2.0 in Required Courses

1. At the end of each semester, the associate dean
and the chair will review the academic status of
all students enrolled in the Doctor of Pharmacy
program. They will identify all with failing
grades and/or GPA < 2.0 in required courses.
They will send both e-mail and post-mail letters
to each student indicating the time and place for
an academic review hearing with the committee
(typically within 10 calendar days of the letter's
date). The Office of Student Affairs wiU make
attempts to personally contact each student if a
response to the letter is not received within

48 hours. A copy of the letter will be sent to the
student's academic advisor, and a copy will be
retained in the student's file. Students will be
directed to the appropriate documents on the
Web describing the academic review process.

2. Students eligible for academic dismissal have
the right to appeal to the committee. Students
may present their case in person before the
committee or submit a written appeal. As part
of their appeal, students may submit any other
documents that they deem pertinent. Individu-
als from outside the School may make a brief
statement on behalf of the student, but are not
allowed to remain in tlie hearing due to the
confidential nature of the meeting. Academic
advisors and other faculty members may attend
academic review hearings and present pertinent
information. In their appeal, students should
focus on the circumstances leading to their
weak academic performance and strategies they
will use to assure future success. The committee
will consider pre-pharmacy grades, prior aca-
demic performance in the school, and personal
issues in its deliberations. Students who do not

40 I SCHOOL OF PHARMACY

appeal will be academically dismissed from
the School. In the rare instance that a student
does not receive notification of the hearing
despite the efforts oudined previously, and upon
discovery of such information, the committee
wiU reverse the dismissal and reassign a new
hearing date.

3. Prior to committee academic review hearing
(typically 10 calendar days), a confidential
message from the chair will be distributed to
the faculty listing all students to be reviewed.
The memo will state the specific place and time
of the hearing. The memo will request faculty
to voluntarily provide information to the
committee regarding each student's academic
performance and ability. Any faculty member
may provide written comments to the commit-
tee or request permission to appear at any
student's hearing. The memo will stress the
confidential nature of the information.

4. Possible Committee Action. At the conclusion of
the academic review process, the committee will
deliberate on each case and wiU vote on a course
of action (by a simple majority of committee
members present).

a. In situations where successfiil completion
of the PharmD program is in doubt,

the committee wdU academically dismiss
the student.

b. In situations where the student shows
promise of resolving issues and continuing
successfully in the program, the committee
will act as follows:

(i) For failing grades in required courses or
for GPA < 2.0 in required courses: The
committee will place the student on
academic probation. The length of the
probation is typically determined by
when the failing grade is removed or the
required GPA improves to above a 2.0.
If placed on academic probation, the
student will be allowed to continue in the
program but under specific guidelines as
outlined by the committee, such as taking
remedial courses to strengthen specific
knowledge or skills.

(2) For failing grades in elective courses:
The student will be required to take
additional coursework in order to accrue
the necessary number of credit hours
for graduation.

c. In some situations, the committee may
defer its decision to gather more information,
contact additional individuals, or wait for
additional information from the student. If
the committee decides to defer its decision,
it should complete its review and make
a final decision within five (5) calendar days
of the original hearing.

5. Notification of Decisions. The committee will
submit its decisions in writing to the dean and
the student within seven (7) calendar days
following the academic review hearings. A
copy of the letter will be sent to the student's
academic advisor, and a copy will be retained
in the student's file.

6. Appeal to the Dean. Students have the right to
appeal the decisions made by the committee
directly to the dean. Appeals must be in vmting
and must be based on i) new relevant facts not
produced in the hearing, 2) a claim of inade-
quate consideration of specific information by
the committee, 3) a claim that the committee
did not follow appropriate procedures, or 4)

a claim that the committee's action was unduly
severe. The dean's decision is final.

7. Implementation of Committee Actions

a. At the conclusion of the appeals process,
final decisions will be permanently recorded
on the student's official transcript. The chair
will also develop a report for all faculty
containing the student's name, reason for
appearing before the committee, and final
committee decision. The report wall be
posted in a secure location for viewing.
Specific details regarding the decision will
be kept confidential, but may be disclosed
to individual faculty members if deemed
appropriate by the associate dean or chair.

b. Students on academic probation must meet
with their academic advisor, the associate
dean, and the coursemaster of each failed
course to develop a Plan of Action (to resolve
all pertinent academic issues. A copy of this
plan will be sent to the student's academic
advisor, to the coursemaster, and a copy will
be retained in the student's file.

2005-2007 CATALOG | 41

c. While on probation, students must earn a
GPA of 2.0 or greater each semester. If a
student on probation earns a semester GPA
of 2. o or greater, but the cumulative GPA
or the required-course GPA remains
below 2.0, the student will remain on
academic probation.

d. Students wiU be removed from probation
when a failing grade in a required course is
removed and their ctmiulative GPA and
required-course GPA is 2.0 or greater.

e. Students on probation must focus on their
academic program and thus cannot hold
office in a School-related organization or
represent the School at outside events.

f Students who are academically dismissed may
petition for readmission after they have
completed some form of remediation
suggested by the committee. Students who
have been academically dismissed twice from
the School are not eligible for readmission.

C. Review Process for Two D-grades in Required
Courses in One Semester in Student Not
Otherwise Eligible for Academic Dismissal

1. At the end of each semester, the associate dean
and the chair will review the academic status of
all students enrolled in the Doctor of Pharmacy
program. They will identify aU students receiv-
ing two D-grades in required courses in the
same semester. They will send both e-mail and
post-mail letters to each student indicating the
time and place for an academic review hearing
with the committee (typically within 10 calendar
days of the letter's date). Students will be
directed to the appropriate documents on the
Web describing the academic review process.

2. Students identified will be asked to present
their case in person before the committee or by
writing. The purpose of the review is to identify
areas of weakness that are leading to academic
difficiilty. These students are not eligible for aca-
demic dismissal.

3. Committee action: The committee will submit
its recommendations in writing to the dean
and the student within seven (7) calendar days
following the academic review hearings. A
copy of the letter will be sent to the student's
academic advisor, and a copy will be retained
in the student's file.

D. Review Process for No Mark
and Incomplete Grades

1. At the end of each semester, the committee
will review the academic records of students
receiving "NM" or "I" grades in required
didactic and experiential learning courses.

2. Student Affairs staff will contact factJty regard-
ing the "NM" and "I" grades to discuss possible
resolution. If experiential learning courses are
involved, staff will contact the Experiential
Learning Office for additional information.
During this review time, coursemasters may
elect to change "I" grades to failing grades if
the "I" has remained on the record for longer
than one year, and there are no extenuating
circumstances preventing the student from
removing the "I" grade. Coursemasters will
submit a Change of Grade Form to reflect
these changes.

3. Students must complete a Plan of Action
outlining their plans to resolve "I" grades.

A copy of this plan will be sent to the student's
academic advisor, to the coursemaster, and a
copy will be retained in the student's file. If
students fail to submit these plans, their regis-
tration will be cancelled.

IV, READMISSION POLICIES

Students who have to leave the school for personal,
disciplinary, or academic reasons have the right to
request readmission to the Office of Student Affairs.
The associate dean of student affairs and the chair of
the Student Affairs Committee will review and act on
the request. If they feel additional faculty input is
needed they may refer the request to the committee
for review and action. These requests will be handled
in the following manner based on the reason for
leaving the program.

A. Academic or Disciplinary Dismissal

Students who have been academically dismissed once
may petition for reinstatement after they have com-
pleted some form of remediation. Students who have
been academically dismissed twice are not eligible for
reinstatement. The associate dean and chair will
review the prepharmacy and pharmacy school aca-
demic backgrounds of students requesting readmis-
sion. Many times, specific plans of action have been
formulated by the committee following dismissal.
These plans will be reviewed to make sure that they

42 I SCHOOL OF PHARMACY

were followed. Based on this review, students may be
called to meet with the associate dean, chair, and/or
committee as deemed necessary. Requests for read-
mission should be made by June i for fall semesters
and Nov. i for spring semesters.

B. Personal Reasons

Many times, students must discontinue their aca-
demic training due to personal or financial reasons.
When students are ready to return to the School of
Pharmacy, they must request reinstatement to the
associate dean who will consider the request and
may or may not place certain conditions on students
upon their return. For example, if students have
been on leave for lengthy time periods, then they
may need to retake specifiic science courses to update
their knowledge base. Students may be requested to
retake certain key courses that may have changed or
may be prerequisites to other courses. The key is to

make sure that students are well prepared to con-
tinue their studies. Students are required to meet
with coursemasters in relevant courses upon their
return to inform them of their status. Requests
for readmission following a personal leave of
absence are typically not reviewed by the committee.
Requests for readmission should be made by June i
for fall semesters and Nov. i for spring semesters.

PLAN OF ACTION TO REMEDIATE
FAILING OR INCOMPLETE GRADES

Students who have failing or incomplete grades in
required Doctor of Pharmacy courses on their official
transcripts must prepare this Plan of Action to
describe how they plan to remediate these grades to
passing grades. This form must be signed by the
coursemaster and will be kept on file in the Office
of Student Affairs.

Plan of Action

Name:
SS#:
Course:
Coursemaster:

Plan to Remove Failing or Incomplete Grade:

Date:
Class of
Semester taken:

Current grade (please circle one): F or I

To be resolved by:

Specific date:

Coursemaster Signature Date

Student Signature Date
approved 5/6/05

2005-2007 CATALOG | 43

ACADEMIC INTEGRITY
POLICIES AND PROCEDURES

Students are entering a profession highly trusted
by the public. Therefore, students are expected to
"maintain the highest principle of moral, ethical,
and legal conduct." (Oath of a Pharmacist, 1999.)
Students and faculty developed the policies and
procedures described below to help maintain the
School's high standard of conduct.

STUDENT HONOR CODE

ACADEMICINTECRITY

Adhering to a philosophy of academic integrity
compels students to place the highest significance on
their learning, and on the academic work that they
produce during their course of study.

ACADEMIC INTEGRITY VIOLATIONS

Violations of academic integrity can be categorized
into sbc broad areas.

CHEATING

Cheating can be defined as using or attempting to use
unauthorized materials, information, notes, study aids
or other devices, or obtaining unauthorized assistance
from any source for work submitted as one's own individ-
ual efforts in any class, clinic, assignment, or examina-
tion. Examples of cheafing include, but are not
limited to, the following actions:

a. Copying fi-om another student's paper or test,
or receiving assistance from another person
during an exam or other assignment in a man-
ner not authorized by the instructor.

b. Possessing, buying, selling, removing, receiving,
or using at any fime or in any manner not previ-
ously authorized by the instructor a copy or
copies of any exam or other materials (in whole
or in part) intended to be used as an instrument
of evaluation in advance of its administration.

c. Using material or equipment not authorized by
the instructor during a test or other academic
evaluation, such as crib notes, a calculator, tape
recorder, PDA or other personal electronic device.

d. Working with another or others on any exam,
take home exam, computer or laboratory work;
or any other assignment when the instructor
has required independent and unaided effort.

e. Attempting to influence or change an academic
evaluation, grade or record by deceit or unfair
means, such as: (i) damaging the academic
work of another student to gain an unfair advan-
tage in an academic evaluation; or (2) marking
or submitting an exam or other assignment in a
manner designed to deceive the grading system.

f Submitting without prior permission the

same academic work that has been submitted in
identical or similar form in another class or in
fulfillment of any otiier academic requirement
at the University.

g. Permitting another to substitute for one's self
during an exam or any other type of academic
evaluation.

h. Gaining an unfair advantage in an academic
evaluation by receiving specific information
about a test, exam, or other assignment.

PLAGIARISM

Plagiarism can be defined as representing orally or in
writing, in any academic assignment or exercise, the
words, ideas, or works of another as one's own without
customary and proper acknowledgment of the source.
Examples may include:

a. Submitting material or work for evaluation, in
whole or in part, which has been prepared by
another individual(s) or commercial service.

b. Directly quoting fi-om a source without the
customary or proper citation.

c. Paraphrasing or summarizing another's work
without acknowledging the source.

d. Downloading material fi-om Web sites without
appropriate documentation.

FACILITATING ACADEMIC DISHONESTY

Helping or attempting to help another person commit
an act of academic dishonesty is also a violation of
academic integrity. Examples include:

a. Providing assistance to another during an exam
or other assignment in a manner not authorized
by the instructor.

b. Acting as a substitute for another in any exam
or any other type of academic evaluation.

c. Providing specific information about a recently
given test, exam or other assignment to another
student who thereby gains an unfair advantage
in an academic evaluation.

44 I SCHOOL OF PHARMACY

d. Permitting one's academic work to be
represented as the work of another

e. Preparing for sale, barter, or loan to another
such items as tmauthorized papers, notes or
abstracts of lectures and readings.

ABUSE OF ACADEMIC MATERIALS

Destroying or making inaccessible academic resource
materials constitutes abuse of academic materials.

Examples of such actions include destroying, hid-
ing, or otherwise making unavailable for common
use library, computer, or other academic reference
materials; and destroying, hiding, or otherwise mak-
ing unavailable another's notes, experiments, com-
puter programs, or other academic work.

STEALING

Stealing is defined as taking, attempting to take, or
withholding the property of another thereby permanently
or temporarily depriving the owner of its use or possession.

Examples of stealing include unauthorized
removal of library materials, examinations, computer
programs, or any other academic materials, includ-
ing obtaining advance access to an examination
through collusion with a University employee or
otherwise; and taking another's academic work,
such as papers, computer programs, laboratory
experiments, or research results.

LYING

Lying is making any oral or written statement that
the individual knows to be untrue.

Examples of lying include making a false state-
ment to any instructor or other University employee
in an attempt to gain advantage or exception; falsify-
ing evidence or testifying falsely, such as in a Stu-
dent Discipline and Grievance Committee hearing;
inventing or counterfeiting data, research results,
research procedures, internship or practicum experi-
ences or other information; and citing a false source
for referenced material/data.

ACADEMIC INTEGRITY PLEDGE

In order to address cheating and plagiarism, the SOP
has developed an "academic integrity pledge" that
has been used by many faculty to reinforce the
importance of academic integrity. This pledge will be
used for individual work assigned for classes, clinics.

internships, and all other types of instruction offered
at the School of Pharmacy.

Individual work is defined as academic effort that
was completed independently, without giving or
receiving assistance from another Collaborative
work is defined as academic effort that may be com-
pleted in collaboration with others as directed by the
instructor All work is considered to be individual
work unless the instructor specifies otherwise. For
all individual work, instructors may require students
to sign the following pledge:

"On my honor, I have neither given
nor received aid on this assignment.'

Student's signature:
Date:

Thus, students will state that the work that was sub-
mitted is their own and will be held accountable if
evidence appears that is contrary to this statement.
Students are reminded that neither the presence nor
the absence of a signed pledge statement will allow
students to violate established codes of conduct as
described above.

PROCEDURES FOR ADDRESSING
VIOLATIONS OF HONOR CODE

OVERVIEW

The following procedures were established by the
students and faculty of the School of Pharmacy to
address violations of the Student Honor Code and
other complaints against Doctor of Pharmacy
("PharmD") students.

REPORTING

Every student has a moral duty to report every
instance in which the student has knowledge that
conduct has taken place, which violates this policy or
its spirit to the faculty member responsible for
instruction, or to the SGA president, the SGA
advisor, or the associate deans of student affairs
or academic affairs. Informal or formal grievance
proceedings will commence in accordance with the
policy contained herein.

2005-2007 CATALOG | 45

Any member of the School of Pharmacy commu-
nity, including a student, a group of students, a staff
member, or a faculty member ("grievant") may bring
a grievance against a student or a group of students
("respondent") under this policy for any academic or
nonacademic action or inaction that is an alleged vio-
lation of the Honor Code, or is otherwise unethical,
illegal or causes injury or damage.

Grievances may include, but are not limited to:
violations of academic integrity; acts of discrimina-
tion based on race, color, religion, age, ancestry or
national origin, gender, sexual orientation, physical
or mental disability, marital status, or veteran status;
lewd, obscene, or disruptive behavior on University
premises or at University-supervised activities; sex-
ual harassment; threatening or abusive communica-
tion to members of the University community;
inappropriate or illegal use of alcohol, drugs and
controlled substances or other violations of the sub-
stance abuse policies; violations of the acceptable use
policy; intentionally initiating any false report or
threat of fire, explosion or other emergency; viola-
tions of University or School policies; and violations
of Baltimore City, state, or federal law.

The grievant should have firsthand knowledge
or actual documentation supporting the alleged
violation.

Grievances against faculty and grievances against
students enrolled in programs of the UMB Graduate
School are handled under separate policies and pro-
cedures. If the situation involves criminal or civil
action against the grievant by the accused, the griev-
ant may seek outside legal counsel and pursue the
case in the local or state legal system.

INFORMAL GRIEVANCE

Grievances against PharmD students may be
addressed through informal or formal channels.
While most grievances are brought directly into the
formal grievance process, the grievant may choose to
resolve a minor grievance informally. The informal
process is typically facilitated by faculty members,
the director of educational services and outreach, or
the associate deans for student affairs or academic
affairs, and eventually leads to a resolution of issues
acceptable to all parties involved.

A brief summary of the accusation and
resolution is recorded by the ranking staffer
faculty member, and included in the file of the
respondent student.

FORMAL GRIEVANCE

Formal grievances are monitored by the associate
dean for academic affairs. The dean or any of the
associate deans can enforce an immediate temporary
suspension in situations involving criminal activity,
potential injury to members of the School's commu-
nity, or other actions that demand an immediate
action. The dean or associate dean may delay commit-
tee action or final decision pending the outcome of
the criminal investigation. In cases of felony charges
directly involving the School, suspension of the
respondent pending outcome of the criminal matter
may be a condition of delaying the grievance process.
The Student Discipline and Grievance Committee
will review these emergency situations in a timely
manner and will conduct formal hearings to deter-
mine long-term course of action. Specific details of
the situation will remain confidential until the formal
grievance process has concluded.

PRELIMINARY EVALUATION

A grievance must be submitted in writing to the
SGA president, the SGA advisor, or the associate
dean of academic affairs ("associate dean"). These
three constitute the Preliminary Evaluation Panel
("the panel"). Generally within 15 days of receipt of
a written grievance, the panel will review the facts
presented and will determine by majority vote if the
matter should be forwarded to the entire Student
Discipline and Grievance Committee ("the commit-
tee") for a formal hearing.

To preserve the timeliness of the process, in the
event a member of the panel is unavailable or must
recuse himself/herself due to a conflict of interest or
bias, the remaining panel members will immediately
select someone from the committee to serve as an
alternate panel member.

The criteria for determining if a matter should not
be forwarded to the committee include, but are not
limited to:

1. whether the grievance is not subject to this
policy based on the identity of the grievant,
the identity of the accused, or the subject of
the grievance;

2. whether an attempt at resolution of the
grievance should first be made under
informal resolution procedures; or

3. whether there is insufficient evidence to
hear the grievance.

46 I SCHOOL OF PHARMACY

If a majority of the panel believes that a formal
hearing should not be held, the associate dean or a
designee will notify the grievant in writing of the
panel's reasoning and counsel the grievant on
alternative resolutions. The grievant may appeal
for reconsideration by the panel by submitting a
written response within 15 days to the panel
through the associate dean. The panel's decision
upon reconsideration is final.

DISCIPLINE AND GRIEVANCE COMMITTEE

The School's Discipline and Grievance Committee
("committee") hears and attempts to resolve all
formal grievances. The committee is composed of
seven voting members: four students and three fac-
ulty members. Student members of the committee
will include the Student Government Association
(SGA) president, the second- and third-year class
presidents, and the most senior student member of
the Student Affairs Committee. Faculty members
include the SGA faculty advisor and the third- and
fourth-year class advisors. The SGA president chairs
the committee. The associate dean serves as an
ex-officio, non-voting member

NONTRADITIONAL PHARMD STUDENTS

The Discipline and Grievance Committee for
NTPD students shall be composed of seven voting
members: four students and three faculty members.
Student members of the committee will include the
Student Government Association (SGA) president,
the second- and third-year class presidents, and
an NTPD student selected by the NTPD Pathway
director. Faculty members include the SGA faculty
advisor and the third- and fourth-year class advisors.
The SGA president chairs the committee. The
associate dean and the NTPD Pathway director
serve as ex-officio, non-voting members.

FORMAL GRIEVANCE PROCEDURE

TIMING

If the panel determines that a formal hearing is in
order, the associate dean will notify the student
respondent in writing that a formal grievance has
been filed, the deadline for submission of a written
rebuttal and a proposed date for the formal hearing,

and advice and counsel should be sought from the
respondent's academic advisor. Along wdth the
notice, the respondent will be provided with a
written copy of the grievance, copies of evidence
submitted by the grievant, and this policy. The
respondent will be given up to 15 days to provide a
written response to the committee via tl-ie committee
chair. The committee will hold a formal hearing gen-
erally within 15 days aft;er the deadline for receipt of
the respondent's written response. A grievance
of such severity that it might affect the respondent's
eligibility to graduate will be considered on very
short notice with the respondent's consent. Other-
wise, graduation will be deferred pending resolution
of the matter

ACCESS TO EVIDENCE

Prior to the hearing, the committee will provide the
grievant and the respondent with access to each
other's allegations and responses, and any support-
ing information provided to the committee for
consideration, including names of witnesses who
will be presented during the hearing. The associate
dean will facilitate this exchange of information.
Whenever feasible, all supporting evidence and
witness lists will be made available the week before
the scheduled hearing.

THE FORMAL HEARING

COMMITTEE PRESENCE

All members of the committee, or alternates, must
be present at formal hearings. Members of the
committee will receive notice of the identity of the
grievant and the respondent, the general nature of the
grievance, and the proposed date of the hearing. Any
committee members who cannot attend the hearing
or who must recuse themselves will notify the chair
immediately. Committee members who believe a
potential conflict or bias may arise have a duty to
recuse themselves as early in the process as possible.
The chair shall appoint replacements as follows: a
student member of the committee unable to attend
will be replaced by an elected officer in the SGA, and
a faculty member of the committee unable to attend
will be replaced by a faculty member, preferably a
member of the Student Affairs Committee.

2005-2007 CATALOG | 47

PROCESS

The formal hearing is an internal academic process;
rules of evidence do not apply and legal counsel will
not be permitted to be present to represent either the
grievant or the respondent. The chair will select a
member of the committee to keep the official record
of the proceedings, if administrative support is not
available. The grievance is presented to the commit-
tee by the grievant or by a representative of the
dean's office, in the presence of the respondent. The
presenter of the grievance may call witnesses to pres-
ent relevant information. The witnesses supporting
the grievant may be questioned by the respondent
and committee members. The chair may exclude
from consideration repetitive or irrelevant evidence.
The chair may adjourn the hearing and continue the
hearing at a later time or date if circumstances
necessitate such action.

Some matters may involve witnesses who are
not affiliated with the School or evidence that must
be obtained from parties other than the School and
its students and faculty. The School does not have
the authority to subpoena witnesses or evidence.
Grievants and respondents are generally responsible
for obtaining evidence and the presence of witnesses
at the hearing. The School will provide reasonable
assistance to the grievants and respondents in
identifying relevant records maintained by the
School that may be made accessible to the parfies,
if deemed appropriate by the School. Written state-
ments are acceptable in lieu of personal appearance.
However, no grievance process shall be terminated
or abandoned due to the inability of the School to
compel the appearance of witnesses or presentation
of evidence. A grievance will be decided on the
basis of evidence presented. Lack of witnesses
or evidence will not create presumptions that the
testimony and evidence would be favorable to the
grievant or the respondent.

The respondent has the right to refuse to appear
before the committee and the right to remain silent
during the hearing. Refusal to appear will not be
taken as an admission of guilt. The respondent has
the right to: i) present a statement in the respon-
dent's own behalf at the hearing; 2) present wit-
nesses having relevant informafion pertaining to the
grievance; and 3) present relevant evidence in the
form of written or tangible materials. The witnesses
supporting the respondent may be questioned by the
grievant and committee members.

The hearings and all information associated with
the hearings wiU not be open to the public and will be
conducted in a manner that preserves confidentiality to
the most reasonable extent possible. All witaesses will
be excluded from the hearing room until they are
called to testify. All witnesses will be asked to affirm
that any information they are presenting, including any
written materials, is accurate and complete to the best
of their knowledge and belief

RESOLUTION

Upon completion of the hearing, the committee wall
meet in closed session to determine whether the
grievance has been proven by the preponderance of
the evidence; that is, whether on the basis of the evi-
dence, it is more likely than not that the respondent
has committed a violation of the conduct prescribed
herein. The chair will remind the committee that it is
to hear the matter, and to deliberate free from bias
that may interfere with fair consideration of the case
in question. The method of voting shall be by secret
ballot. All questions before the committee will be
decided by a simple majority vote. The committee will
vote to find whether the respondent is responsible for
the alleged violations. There is no grievant's right of
appeal if the committee finds the respondent has not
committed a conduct violation. A record of the case
will be kept in the committee's files, as well as in
the file of the respondent. If a respondent is found
responsible for one or more conduct violations,
the committee will decide on a course of action.

COURSE OF ACTION

Following a vote that the respondent is responsible
for one or more conduct violations, the committee
will take one of the following courses of action
depending on the severity of the violation.

a. A letter of censure stating that the respondent
acted with impropriety. This is the least severe
course of action and is meant to serve as a
warning to the student for a lack of judgment
or questionable behavior.

b. Disciplinary probation for one or two semes-
ters. Placing the respondent on probation will
serve as a stem warning that repeat violations
within the probation period may result in more
serious disciplinary sanctions. A student may
not participate in School- or University-spon-
sored extracurricular activities or serve as an
officer in any School or University organization

48 I SCHOOL OF PHARMACY

while on disciplinary probation. At the end of
the disciplinary probation period, the student
will be placed in good disciplinary standing.
This policy does not apply to academic status.

c. Suspension for one or two semesters. Suspend-
ing the respondent is a serious sanction that is
intended to allow the student time away from
the University to reflect on and learn from
his/her actions. The student may apply to

the dean for reinstatement at the end of the
suspension period.

d. Dismissal from the School. Dismissal is the
most severe course of action and may be applied
in cases of repeat or severe violations.

In addition to the actions stated above, the
committee may place other requirements on the
respondent that relate to the case (i.e., to make
restitution or repairs when property is damaged, to
produce additional assignments, to seek counseling
for behavioral issues). The respondent will also be
informed of the right to appeal the committee's
action to the dean.

The respondent and grievant will be informed in
writing of the committee's action, and the respon-
dent will be sent a letter describing the disciplinary
action taken and any additional requirements. Such
letters, along with the official record of the hearing,
will be entered into the respondent's file and are
retained in the committee's file until the student has
left the School.

Generally within seven days after reaching a
decision that the respondent is not responsible for
conduct violations, or reaching a decision on the
Course of Action applicable to the respondent who
has committed conduct violations, the committee
must submit a written report to the dean summariz-
ing the matter, the hearing, the committee's deci-
sion, and the Course of Action, if any.

APPEAL TO THE DEAN

A respondent may appeal any action of the committee
to the dean within 15 days of respondent's receipt of
the decision. The appeal must be made in writing and
must be filed in the dean's office. The appeal must be
based on one or more of the following criteria:

a. production of new evidence or
relevant facts not produced in the hearing

b. a claim of inadequate consideration
of specific evidence

c. a claim that a rule or regulation of the
University or School applied in the case
is not applicable

d. a claim of denial of due process

e. a claim that the Course of Action
is unduly severe

If no appeal is submitted, then the committee's
action is final. If the action is appealed, the dean
will review the case and may affirm the committee's
Course of Action, modify the committee's Course
of Action, or remand all or part of the matter to the
committee for further consideration. The dean may
not overturn the committee's decision that a respon-
dent is or is not responsible for the alleged viola-
tions. The dean will make a decision generally within
15 days after receiving the appeal or as soon as is
reasonably possible. If the committee's decision is
affirmed by the dean, the dean's decision is final.

ADMINISTRATIVE REPORTS

Upon conclusion of the matter, reports will be pre-
sented by the associate dean to the Faculty Assembly
and by the SGA president to the SGA at the next
scheduled meetings of those bodies, describing the
characteristics and outcomes of the case in a manner
that preserves student confidentiality rights under
federal law.

2005-2007 CATALOG 49

OPTIONS FOR STUDENTS
AND FACULTY REGARDING
STUDENT GRIEVANCES

Students and faculty who have witnessed an action
by a student that violates the School's or University's
code of conduct, have a variety of options to pursue.
Grievances may include, but are not limited to acts
of discrimination based on race, age, gender, ethnic-
ity, religion, sexual orientation, marital status, physi-
cal or mental handicap; violations of academic
integrity; violations of University or School policies;
lewd, obscene, or disruptive behavior on University
premises or at University-supervised activities; sex-
ual harassment; threatening or abusive communica-
tion to members of the University community;
intentionally initiating any false report or threat of
fire, explosion, or other emergency; violations of Bal-
timore City, state, or federal law.

Possible actions that may be taken include
the following:

1. Consulting with the director of student services
regarding informal resolution of problems.

2. Filing a formal grievance in writing to the SGA
president, the SGA advisor, or the associate
dean of student affairs.

3. Asking another party (student, faculty member, or
administrator) to file the grievance on your behalf
if you feel that you do not want to file the griev-
ance but feel compelled to act in this situation.

4. Speaking at the Discipline and Grievance Com-
mittee Hearing, or if you do not want to appear,
writing a statement to be read at the hearing.

5. Seeking outside legal counsel and pursuing the
case in the local or state legal system if you feel
that the situation involves criminal or civil
action against you by the accused.

OTHER SCHOOL
POLICY STATEMENTS

The School has policy statements relating to other
matters on the Web site: www.pharmacy.umaryland.
edu/studentaffairs/policies.htm.

50 I SCHOOL OF PHARMACY

Students Lisa Clayville, Judy Kwon, Tarn Dang, and Deanna Tadena enjoy
an SGA Student Leadership Retreat.

t

Students recite the Pledge of Professionalism nl the White (out C'titniony.
which marks the entry of first-year PharmD students into professional
education.

2005-2007 CATALOG | 51

UNIVERSITY OF MARYLAND POLICY EXCERPTS

No provision of this publication shall be construed as
a contract between any applicant or student and the
University of Maryland. The University reserves the right
to change any admission or advancement requirement at
any time. The University further reserves the right to ask
a student to withdraw at any time when it is considered
to be in the best interest of University. Admission and
curriculum requirements are subject to change without
prior notice.

The University publishes the full text of the following
policies and additional policies and procedures in the
Student Answer Book. Students who do not receive the
Student Answer Book each fall should call the Office of
Student Services at ^lo-yoG-jiiy (Voice/TTD). The
Student Answer Book is online at www.umaryland.
edu/student/sab. Additional University policies are
online at www.umaryland.edu/policies.

ELIGIBILITYTO REGISTER

A student may register at the University when the
following conditions are met:

1. the student is accepted to the University,

2. the student has received approval from
the unit academic administrator, and

3. the student has demonstrated academic
and financial eligibility.

FACULTY, STUDENT AND
INSTITUTIONAL RIGHTS
AND RESPONSIBILITIES
FOR ACADEMIC INTEGRITY

PREAMBLE

The academic enterprise is characterized by rea-
soned discussion between student and teacher, a
mutual respect for the learning and teaching
process, and intellectual honesty in the pursuit of
new knowledge. By tradition, students and teachers
have certain rights and responsibilities which they
bring to the academic community. While the follow-
ing statements do not imply a contract between the
teacher or the institution and the student, they are
nevertheless conventions which should be central to
the learning and teaching process.

I. Faculty Rights and Responsibilities

A. Faculty members shall share wdth students
and administrators the responsibility for
academic integrity.

B. Faculty members shall enjoy freedom in the
classroom to discuss subject matter reasonably
related to the course. In turn, they have the
responsibility to encourage firee and honest
inquiry and expression on the part of students.

C. Faculty members, consistent with the principles
of academic freedom, have the responsibility to
present courses that are consistent with their
descriptions in the catalog of the institution.

In addition, faculty members have the obliga-
tion to make students aware of the expectations
in the course, the evaluation procedures, and
the grading policy.

D. Faculty members are obligated to evaluate stu-
dents fairly equitably, and in a manner appro-
priate to the course and its objectives. Grades
must be assigned without prejudice or bias.

E. Facility members shall make all reasonable
efforts to prevent the occurrence of academic
dishonesty through appropriate design and
administration of assignments and examina-
tions, careful safeguarding of course materials
and examinations, and regular reassessment of
evaluation procedures.

F. When instances of academic dishonesty are sus-
pected, faculty members shall have the responsi-
bility to see that appropriate action is taken in
accordance with institutional regulations.

II. Student Rights and Responsibilities

A. Students share with faculty members and
administrators the responsibility for
academic integrity.

B. Students have the right of free and honest
inquiry and expression in their courses.

In addition, students have the right to know
the requirements of their courses and to know
the manner in which they will be evaluated
and graded.

C. Students have the obligation to complete the
requirements of their courses in the time and
manner prescribed and to submit to evaluation
of their work.

D. Students have the right to be evaluated fairly,
equitably, and in a timely manner appropriate to
the course and its objectives.

52 I SCHOOL OF PHARMACY

E. Students shall not submit as their own work
any work which has been prepared by others.
Outside assistance in the preparation of this
work, such as librarian assistance, tutorial
assistance, typing assistance or such special
assistance as may be specified or approved by
the appropriate faculty members, is allowed.

F. Students shall make all reasonable efforts to
prevent the occurrence of academic dishonesty.
They shall by their own example encourage
academic integrity and shall themselves refrain
from acts of cheating and plagiarism or other
acts of academic dishonesty.

G. When instances of academic dishonesty are
suspected, students shall have the right and
responsibility to bring this to the attention of
the faculty or other appropriate authority.

CONFIDENTIALITY AND
DISCLOSURE OF STUDENT RECORDS

It is the policy of the University' of Maryland to
adhere to the Family Educational Rights and Privacy
Act (Buckley Amendment). As such, it is the policy
of the University

1. to permit students to inspect their
education records,

2. to limit disclosure to others of personally
identifiable information from education records
without students' prior written consent, and

to provide students the opportunity to seek
correction of their education records where

appropnate.
Each school shall develop policies to ensure that this
policy is implemented.

III. Institutional Responsibilities

A. Constituent institutions of the University System
of Maryland shall take appropriate measures to
foster academic integrity in the classroom.

B. Each institution shall take steps to define acts of
academic dishonesty, to ensure procedures for
due process for students accused or suspected
of acts of academic dishonesty, and to impose
appropriate sanctions on students found to be
guilty of acts of academic dishonesty.

C. Students expelled or suspended for reasons
of academic dishonesty by any institution

in the University System of Maryland shall
not be admissible to any other USM institu-
tion if expelled, or during any period of
suspension. Approved Nov. 30, 1989, by
the Board of Regents.

SCHEDULING OF ACADEMIC
ASSIGNMENTS ON DATES OF
RELIGIOUS OBSERVANCE

it is the policy of the University of Maryland to excuse
the absence(s) of students that result from the obser-
vance of religious holidays. Students shall be given
the opportunity', whenever feasible, to make up,
within a reasonable time, any academic assignments
that are missed due to individual participation in reli-
gious observances. Opportunities to make up missed
academic assignments shall be timely and shall not
interfere with the regular academic assignments of
the student. Each school/academic unit shall adopt
procedures to ensure implementation of this policy.

SERVICE TO THOSE WITH
INFECTIOUS DISEASES

It is the policy of the University of Maryland to
provide education and training to students for the
purpose of providing care and service to all persons.
The institution will employ appropriate precautions
to protect providers in a manner meeting the
patients' or clients' requirements, yet protecting the
interest of students and faculty participating in the
provision of such care or service.

No student will be permitted to refuse to
provide care or service to any assigned person in
the absence of special circumstances placing the
student at increased risk for an infectious disease.
Any student who refuses to treat or serve an
assigned person without prior consent of the
school involved will be subject to penalties under
appropriate academic procedures, such penalties
to include suspension or dismissal.

UNIVERSITY OF MARYLAND
POSITION ON ACTS OF VIOLENCE
AND EXTREMISM WHICH ARE
RACIALLY ETHNICALLY RELIGIOUSLY
OR POLITICALLY MOTIVATED

The Board of Regents strongly condemns criminal
acts of destruction or violence against a person or the
property of others. Individuals committing such acts
at any campus or facility of the University will be
subject to swift campus judicial and personnel

2005-2007 CATALOG I 53

action, including possible suspension, expulsion,
or termination, as well as possible state criminal
proceedings.

STUDENT RESIDENCY
CLASSIFICATION FOR ADMISSION,
TUITION, AND CHARGE-
DIFFERENTIAL PURPOSES

I. Policy

It is the policy of the University System of Maryland
Board of Regents to recognize the categories of
in-state and out-of state students for purposes of
admission, tuition, and charge differentials at those
constituent institutions where such differentiation
has been established. The student is responsible
for providing the information necessary to estabhsh
ehgibility for in-state resident status.

Students who are financially independent or
financially dependent, as defined herein, shall have
their residency classification determined on the basis
of permanent residency which for purposes of this
policy shall be determined by the criteria set forth in
LA. through E. below. A student will be assigned in-
state status for admission, tuition, and charge-differ-
ential purposes only if the student, or in the case of a
financially dependent student, the student's parent,
guardian, or spouse, fulfills all of the following.

A. For at least 12 consecutive months immediately
prior to and including the last date available to
register for courses in the semester or session
for which the petition applies, the student, or if
the student is financially dependent, the parent,
guardian, or spouse must:

• own and continuously occupy or rent and
continuously occupy living quarters in
Maryland. There must exist a genuine deed
or lease in the individual's name reflecting
payments or rents and terms typical of those
in the community at the time executed.
People not having such a lease may submit
an aflSdavit reflecting payments or rents and
terms as well as the name and address of the
person to whom payments are made which
may be considered as meeting this condition.
As an alternative to ownership or rental of
living quarters in Maryland, a student may
share living quarters in Maryland which are
owned or rented and occupied by a parent,
legal guardian, or spouse;

• maintain within Maryland substantially
all personal property;

• pay Maryland income taxes on all earned
taxable income, including all taxable
income earned outside the state;

• receive no public assistance firom a state
other than Maryland or from a city, county,
or municipal agency other than one in
Maryland; and

• have a legal ability under federal and
Maryland law to reside permanently in
Maryland without interruption.

B. For at least 11 consecutive months immediately
prior to and including the last date available to
register for courses in the semester for which
the application applies, the student, or if the
student is financially dependent, the parent,
guardian, or spouse must:

• register all owned motor vehicles in
Maryland, and

• obtain a valid driver's license issued
by the state of Maryland, if licensed to
drive in any other jurisdiction.

C. Within the 12 consecutive months immediately
prior to and including the last date available to
register for courses in the semester or session
for which the application applies, the student, or
if the student is financially dependent, the par-
ent, guardian, or spouse must register to vote in
Maryland, if registered in any other jurisdiction.

D. A financially independent student classified as
in-state loses that status at such time as the stu-
dent no longer meets one or more of the criteria
set forth in I. A. through C above. A financially
dependent student classified as in-state loses
that status at such time as the parent, guardian,
or spouse on whom the status was based no
longer meets one or more of those criteria.

E. In addition, people in the following categories
shall be accorded the benefits of in-state status
for the period in which any of the following
conditions apply:

• a fijU- or part-time (at least 50 percent)
regular employee of the University System
of Maryland

• the spouse or dependent child of a fiill-
or part-time (at least 50 percent) regular
employee of the University System

of Maryland

54 I SCHOOL OF PHARMACY

• a full-time active member of the Armed
Forces of the United States whose home of
residence is Maryland or one who resides or
is stationed in Maryland, or the spouse, or a
financially dependent child of such a person

• for University of Maryland University
College, a full-time active member of the
Armed Forces of the United States on active
duty, or the spouse of a member of the
Armed Forces of the United States on
active duty

• a graduate assistant appointed through the
University System of Maryland for the
semester or session of the appointment.
Except through prior arrangement, status
is applicable only for enrollment at the
institution awarding the assistantship

F. Students not entitled to in-state status under
the preceding paragraphs shall be assigned
out-of-state status for admission, tuition, and
charge-differential purposes.

II. Procedures

A. An initial determination of in-state status wdll be
made by the University at the time a student's
application for admission is under considera-
tion. The determination made at that time,

and any determination made thereafter, shall
prevail for each semester or session until the
determination is successfully challenged in a
timely manner.

B. A change in residency statias must be requested
by submitting a University System of Maryland
"Petition for Change in Residency Classification
for Admission, Tuition and Charge Differen-
tial." A student applying for a change to in-state
status must furnish all required documentation
with the petition by the last published date to
register for the forthcoming semester or session
for which a residency classification is sought.

C. The student shall notify the institution in
writing within 15 days of any change of circum-
stances which may alter in-state status.

D. In the event incomplete, false, or misleading
information is presented, the institution may, at
its discretion, revoke in-state status and take
other disciplinary actions provided for by the
institution's policy If in-state status is gained
due to false or misleading information, the
University reserves the right to retroactively

assess all out-of-state charges for each semester
or session affected.

E. Each institution of the University System of
Maryland shall develop and publish additional
procedures to implement this policy. Procedures
shall provide that on request the president or
designee has the authority to waive any resi-
dency criterion as set forth in section I, if it is
determined that application of the criterion cre-
ates an unjust result. These procedures shall be
filed with the Office of the Chancellor.

III. Definitions

A. Financially Dependent: For purposes of this
policy, a financially dependent student is one
who is claimed as a dependent for tax pur-
poses, or who receives more than one-half of
his or her support from a parent, legal
guardian, or spouse during the 12-month
period immediately prior to the last published
date for registration for the semester or ses-
sion. If a student receives more than one-half
of his or her support in the aggregate from a
parent, legal guardian, or spouse, the student
shall be considered financially dependent on
the person providing the greater amount of
support. The dependent relationship must
have formally existed by legally contracted
marriage or court order recognized under the
laws of the state of Maryland for at least 12
consecutive months immediately prior to and
including the last date available to register for
courses in the semester or session for which
the petition applies.

B. Financially Independent: A financially
independent student is one who

(a) declares himself or herself to be finan-
cially independent as defined herein,

(b) does not appear as a dependent on the
federal or state income tax return of any
other person,

(c) receives less than one-half of his or
her support from any other person or
people, and

(d) demonsti-ates that he or she provides
through self-generated support one-half
or more of his or her total expenses.

C. Parent; A parent may be a natural parent, or if
established by a court order recognized under the
laws of the state of Maryland, an adoptive parent.

2005-2007 CATALOG | 55

D. Guardian: A guardian is a person so appointed
by a court order recognized under the laws of
the state of Maryland.

E. Spouse: A spouse is a partner in a legally
contracted marriage as recognized under the
laws of the state of Maryland.

F. Self generated: Describes income which is
derived solely from compensation for an
individual's own efforts as evidenced, for
example, by federal or state W-2 forms or IRS
Form logg, in which interest income is based
upon finances created fi-om one's own efforts.
For the purposes of this policy, grants, stipends,
awards, benefits, loans, and gifts (including
federal and state aid, grants, and loans) may
not be used as self generated income.

G. Regular Employee: A regular employee is a
person employed by the University System of
Maryland who is assigned to a state budget line.
Examples of categories not considered regular
employees are graduate assistants, contingent
employees, if-and-when-needed, and temporaries.

Approved by the University System of Maryland Board
of Regents, Aug. 28, iggo; amended Nov. zy, 2000.

STUDENT RIGHT-TO-KNOW
AND CAMPUS SECURITY ACT

The Student Right- to- Know and Campus Security
Act (Public Law loi 542), signed into federal law Nov.
8, 1990, requires that the University of Maryland
make readily available to its students and prospective
students the information listed below. Should you
wish to obtain any of the following information,
send your name, address, school, and program, and
a listing of the items of interest to:

Office of Student Services

Attention: Student Right-to-Know Request

University of Maryland

621 W. Lombard St., Room 302

Baltimore, MD 21201

• Financial Aid

• Costsof Attending the University of Maryland

• Refund Policy

• Facilities and Services for Students
with Disabilities

• Procedures for Review of School and
Campus Accreditafion

• Completion and Graduation Rates for
Undergraduate Students

Loan Deferral Under the Peace Corps and

Domestic Volunteer Services Act

Campus Safety and Security

Campus Crime Statistics

Student Sexual Orientation Nondiscrimination

STUDENT SEXUAL ORIENTATION
NONDISCRIMINATION

L Background

Effective July 11, 1997, the University System of
Maryland Board of Regents specifically prohibited
discrimination against students on the basis of sexual
orientation in academic admissions, financial aid,
educational services, housing, student programs and
activities, and recruitment. The board reserved the
right to enforce or comply wdth any federal or state
law, regulation or guideline, including conditions
for the receipt of federal funding. This University
reiterates its commitment to the most fundamental
principles of academic freedom, equality of opportu-
nity, and human dignity by requiring that treatment
of its students and applicants for admission be based
on individual abilities and qualifications and be free
from invidious discrimination.

II. Related Employment Policy

University students who are also University employ-
ees should be aware of the "Employee Sexual Orien-
tation Nondiscrimination Policy and Procedures."

III. Definition

Sexual orientation is the identification, perception,
or status of an individual as to homosexuality,
heterosexuality, or bisexuality.

IV. Policy

Consistent with USM's policy, it is this University's
policy that:

• within the University, the educational environ-
ment will be free of discrimination on the basis
of sexual orientation, and

• University students are prohibited from dis-
criminating on the basis of sexual orientation
against fellow stiadents, University personnel,
and other people with whom the students inter-
act during the course of their educational experi-
ences both on- and off-campus. Students may
be disciplined for violation of this policy.

56 I SCHOOL OF PHARMACY

ADMINISTRATION AND FACULTY

UNIVERSITY SYSTEM OF MARYLAND

William E. Kirwan, PhD, Chancellor
Board of Regents
David H. Nevins, Chairman
Robert L. Pevenstein, Vice Chairman
Thomas B. Finan, Jr.
Patricia S. Florestano, Assistant Treasurer
R. Michael Gill

Nina Rodale Houghton, Assistant Secretary
Richard E. Hug
Orlan M. Johnson, Treasurer
The Hon. Francis X. Kelly, Jr.
Clifford M. Kendall
The Hon. Marvin Mandel
Robert L. Mitchell, Secretary
A. Dwight Pettit, Esq.
The Hon. Lewis R. Riley, ex officio
The Hon. James C. Rosapepe
Joel Willcher, Student Regent
(term expires 6/30/2006)

UNIVERSITY OF MARYLAND
ADMINISTRATIVE OFFICERS

David J. Ramsay, DM, DPhil
President

T Sue Gladhill, MSW

Vice President, External Affairs

JamesTHill, Jr., MPA

Vice President, Administration and Finance

James L. Hughes, Jr., MBA

Vice President, Research and Development

Peter J. Murray, PhD

Vice President and Chief Information Officer,

Information Technology Services

MaHnda B. Orlin, PhD

Vice President, Academic Affairs

Donald E. Wilson, MD, MACP
Vice President, Medical Affairs

UNIVERSITY OF MARYLAND
ACADEMIC DEANS

Janet D. Allan, PhD, RN, CS, FAAN
School of Nursing

Jesse J. Harris, PhD
School of Social Work

David A. Knapp, PhD
School of Pharmacy

MaHnda B. Orlin, PhD

Graduate School

Karen H. Rothenberg, JD, MPA

School of Law

Christian S. Stohler, DMD, DrMedDent

Dental School

Donald E. Wilson, MD, MACP

School of Medicine

UNIVERSITY OF MARYLAND
MEDICAL SYSTEM

Edmond F. Notebaert

President and Chief Executive Officer,

University of Maryland Medical System

2005-2007 CATALOG | 57

SCHOOL OF PHARMACY

ADMINISTRATION

David A. Knapp, PhD

Dean and Professor,

Pharmaceutical Health Services Research

William Cooper, M B A

Associate Dean, Administration and Finance

Jill A. Morgan, PharmD, BCPS
Associate Dean, Student Affairs;
Assistant Professor, Pharmacy Practice and Science

Magaly Rodriguez de Bittner, PharmD

Associate Dean, Academic Affairs;

Associate Professor, Pharmacy Practice and Science

Angela Wilks, PhD

Associate Dean, Research and Graduate Education;

Associate Professor, Pharmaceutical Sciences

Nancy Bowers

Director, Business Services

Cynthia Boyle, PharmD

Director, Experiential Learning;

Assistant Professor, Pharmacy Practice and Science

Michele Ewing, BS

Executive Director,

Development and Alumni Relations

Margaret Hayes, MS

Director, Student Educational Services and Outreach

Tim Munn, BS

Director, Computer and Network Services

Heather Petrelli, MA
Assistant Dean, Student Services

Alisa Stapleton, BS

Manager of Marketing and Communications

Mona Tsoukleris, PharmD, BCPS

Ambulatory Care and Asthma Management,
University of Maryland; Continuing Studies
Administrator; Associate Professor, Department
of Pediatrics, University of Maryland School of
Medicine; Associate Professor, Pharmacy Practice
and Science

MimiWasti, BS

Executive Administrative Assistant to the Dean

BOARD OF VISITORS (JULY 2005)

Robert Adams, BS, MCA

John H. Balch, RPh

David Blake, PhD

Harold E. Chappelear, BSP, (Hon.) LLD

Alan Cheung, PharmD, MPH

Paul T. Cuzmanes, RPh, JD

Russell B. Fair, RPh

John M. Gregory, RPh, (Hon.) DPS

William M. Heller, PhD, (Hon.) DSc

Robert W. Henderson, PD

Donald M. Kirson, BSP

Calvin Knowlton, PhD

Henri Manasse, PhD

Gina McKnight-Smith, PharmD, MBA

James A. Miller, PD

Milton H. Miller, Sr.

Martin B. Mintz, PD, FASCP

Richard P. Penna, PharmD, Chair

Robert G. Pinco, JD

Gordon Sato, PhD

David R. Savello, PhD

Stephen C. Schimpff, MD

Alex Taylor, BSP

David R. Teckman

George C. Voxakis, PharmD

Clayton L. Warrington, BSP

Ellen H. Yankellow, PharmD

58 I SCHOOL OF PHARMACY

FACULTY

Alfred Abramson, BSP, RPh, Community
Pharmacy and Pharmaq' Management,
University of Maryland; Director, Pharmacy
Practice Laboratory; Assistant Professor,
Pharmacy Practice and Science.

Chanel Agness, PharmD, Geriatric Pharmacotherapy,
Rutgers, The State University of New Jersey; Assis-
tant Professor, Pharmacy Practice and Science.

Bruce D. Anderson, PharmD, DAB AT,
Clinical Toxicology, Philadelphia College of
Pharmacy and Science; Director of Operations,
Maryland Poison Center; Associate Professor,
Pharmacy Practice and Science.
Larry L. Augsburger, PhD, RPh, Pharmaceutics,
University of Maryland; Shangraw Professor of
Industrial Pharmacy and Pharmaceutics; Professor,
Pharmaceutical Sciences.

Adrian H. Batchelor, PhD, Molecular
Biology, Institute of Cancer Research, London
University, London, England; Assistant Professor,
Pharmaceutical Sciences.
Kenneth S. Bauer, Jr, PhD, PharmD, RPh,
Clinical Pharmacology, University of Pittsburgh;
Assistant Professor, Pharmacy Practice and Science.
Robert S. Beardsley, PhD, RPh, Pharmacy
Administration, University of Minnesota; Professor,
Pharmaceutical Health Services Research.

Rachel A. Bongiomo, PharmD, Drug Information
Services, Northeastern University; Director, Drug
Information Center; Assistant Professor, Pharmacy
Practice and Science.

Cynthia Boyle, PharmD, University of Maryland;
Director, Experiential Learning; Assistant Professor,
Pharmacy Practice and Science.

Nicole Brandt, PharmD, CGP, Geriatrics,
University of Maryland; Assistant Professor,
Pharmacy Practice and Science.

Gary G. Buterbaugh, PhD, Pharmacology

and Toxicology, University of Iowa; Professor,

Pharmaceutical Sciences.

Andrew Coop, PhD, Opioid Chemistry,

University of Bristol, England; Associate Professor,

Pharmaceutical Sciences.

Richard N. Dalby, PhD, Pharmaceutics and
Drug Delivery, University of Kentucky; Professor,
Pharmaceutical Sciences.

Bethany A. DiPaula, PharmD, BCPP, Psychiatry,
University of Maryland; Assistant Professor,
Pharmacy Practice and Science.

Thomas C. Dowling, PhD, PharmD, Clinical
Pharmaceutical Science and Nephrology,
University of Pittsburgh; Associate Professor,
Pharmacy Practice and Science.
Natalie D. Eddington, PhD, Pharmacokinetics,
University of Maryland; Professor and Chair,
Pharmaceutical Sciences.

Donald O. Fedder, DrPH, BSP, Health Promotion
and Disease Prevention, The Bloomberg School of
Public Health, Johns Hopkins University; Professor,
Pharmaceutical Health Services Research.

Hamid Ghandehari, PhD, Pharmaceutics / Novel

Drug Delivery Systems, University of Utah; Director,

Center for Nanomedicine & Cellular Delivery;

Associate Professor, Pharmaceutical Sciences.

Stuart T Haines, PharmD, FCCP, FASHP, BCPS,

Primary Care, University of Texas at Austin and

University of Texas Health Science Center at

San Antonio; Professor and Vice-Chair, Pharmacy

Practice and Science.

Jun Hayashi, PhD, Cell Biology, University

of Connecticut; Associate Professor,

Pharmaceutical Sciences.

Stephen W. Hoag, PhD, Pharmaceutics,

University of Minnesota; Associate Professor,

Pharmaceutical Sciences.

R. Gary HoUenbeck, PhD, Pharmaceutics,

Curriculum Design and Assessment, Drug Delivery,

FDA and Regulatory Issues, Purdue University;

Professor, Pharmaceutical Sciences.

Jennifer James, PharmD, Community Care,

Virginia Commonwealth University Medical

College of Virginia; Assistant Professor, Pharmacy

Practice and Science.

Kwang Chul Kim, PhD, Pharmacology,

Ohio State University; Professor,

Pharmaceutical Sciences.

Wendy Klein-Schwartz, PharmD, MPH, Clinical

Toxicology, University of Maryland; Coordinator,

Research and Education, Maryland Poison Center;

Associate Professor, Pharmacy Practice and Science.

II

1

2005-2007 CATALOG | 59

David A. Knapp, PhD, RPh, Pharmacy
Administration, Purdue University; Dean and
Professor, Pharmaceutical Health Services Research.

Cherokee Layson-Wolf, PharmD, Community
Pharmacy, University of Maryland; Assistant
Professor, Pharmacy Practice and Science.

I. James Lee, PhD, University of Pennsylvania;
Research Assistant Professor,
Pharmaceutical Sciences.

Raymond C. Love, PharmD, BCPP, FASHP,
Mental Health, University of Maryland; Director,
Mental Health Program; Associate Professor,
Department of Psychiatry; Professor, Pharmacy
Practice and Science.

Yuan Luc, PhD, Neuroscience Pharmacology,

State University of New York; Associate Professor,

Pharmaceutical Sciences.

Alexander D. MacKerell, Jr., PhD, Biochemistry,

Rutgers University; Director, Computer-Aided

Drug Design Center; Professor, Pharmaceutical

Sciences.

Mary Lynn McPherson, PharmD, BCPS, CDE, Pain

Management, Palliative Care, Ambulatory Care and

Anticoagulation Therapy, University of Maryland;

Professor, Pharmacy Practice and Science.

Sarah L. Michel, PhD, Biophysical Chemistry,

Northwestern University; Assistant Professor,

Pharmaceutical Sciences.

Robert J. Michocki, PharmD, BCPS, Ambulatory

Care and Geriatrics, University of Maryland;

Professor and Chair, Pharmacy Practice and Science.

David B. Moore, MPA, RPh, Health Care
Management, Cornell University; Assistant
Professor, Pharmacy Practice and Science.
J. Edward Moreton, PhD, RPh, Pharmacology,
University of Mississippi; Professor,
Pharmaceutical Sciences.

Jill A. Morgan, PharmD, BCPS, Pediatrics,
University of Illinois at Chicago; Associate Dean,
Student Affairs; Assistant Professor, Pharmacy
Practice and Science.

C. Daniel MuUins, PhD, Pharmacoeconomics,
Duke University; Professor and Chair,
Pharmaceutical Health Services Research.
Jason M. Noel, PharmD, Rutgers University;
Assistant Professor, Pharmacy Practice and Science.

Francis B. Palumbo, PhD, RPh, Health Care
Policy and Reform, University of Mississippi; JD,
University of Baltimore Law Center; Director,
Center on Drugs and Public Policy; Professor,
Pharmaceutical Health Services Research.
James E. PoUi, PhD, RPh, Pharmaceutics,
University of Michigan; Associate Professor,
Pharmaceutical Sciences.
Francoise G. Pradel, PhD, Health Policy and
Administration, University of North Carolina at
Chapel Hill; Director, Pharmaceutical Health
Services Research Graduate Program; Associate
Professor, Pharmaceutical Health Services Research.
Charmaine D. Rochester, PhD, PharmD,
BCPS, COM, CDE, Ambulatory Care,
Howard University; Assistant Professor,
Pharmacy Practice and Science.
Magaly Rodriguez de Bittner, PharmD, RPh, BCPS,
CDE, Ambulatory Care, Community
Pharmacy Practice, Diabetes Management,
University of Puerto Rico, University of Maryland;
Associate Dean, Academic Affairs; Associate
Professor, Pharmacy Practice and Science.
David S. Roffman, PharmD, RPh, BCPS,
Cardiovascular Therapeutics, University of Maryland;
Professor, Pharmacy Practice and Science.
Gerald M. Rosen, PhD, JD, Chemistry, Clarkson
College of Technology; JD, Duke University School of
Law; Emerson Professor, Pharmaceutical Sciences.

Michael Shapiro, PhD, Nuclear Magnetic
Resonance, Drug Design, Penn State University,
Texas A&M University; Associate Professor,
Pharmaceutical Sciences.

Paul Shapiro, PhD, Pharmacology/Signal
Transduction, University of Vermont College of
Medicine; Director, Educational Program Initiatives;
Associate Professor, Pharmaceutical Sciences.

Fadia T. Shaya, PhD, Epidemiology, Johns
Hopkins University; Research Assistant Professor,
Pharmaceutical Health Services Research.
Linda Simoni-Wastila, PhD, Drug Abuse and
Addiction, Brandeis University; Research Associate
Professor, Pharmaceutical Health Services Research.

Gary H. Smith, PharmD, FASHP, FCCP, Drug
Information and Infectious Diseases, University of
California; Professor, Pharmacy Practice and Science.

60 I SCHOOL OF PHARMACY

Bruce C. Stuart, PhD. Economics, Washington
State University; Director of The Peter Lamy
Center for Drug Therapy and Aging; Parke-Davis
Professor, Pharmaceutical Health Services Research.

Deborah Sturpe, PharmD, Ambulatory Care and
Family Medicine, University of North Carolina
Chapel Hill; Assistant Professor, Pharmacy Practice
and Science.

Kelly Summers, PharmD, Medicine/Cardiology, Uni-
versit)' of North Carolina Chapel Hill; Assistant Pro-
fessor, Pharmacy Practice and Science.
Peter W. Swaan, PhD, Cell Biology, University
of Utrecht, Netherlands; Associate Professor,
Pharmaceutical Sciences.

Anthony C. Tommasello, PhD, RPh, Substance
Abuse and Chemical Dependence, University
of Maryland; Director, Office of Substance Abuse
Studies; Associate Professor, Pharmaceutical Health
Services Research.

James A. Trovato, PharmD, BS, RPh, BCOP,
Hematology and Oncology, Purdue University;
Associate Professor, Pharmacy Practice and Science.
Mona Tsoukleris, PharmD, BCPS, Ambulatory
Care and Asthma Management, University of
Maryland; Continuing Studies Administrator;
Associate Professor, Department of Pediatrics,
University of Maryland School of Medicine;
Associate Professor, Pharmacy Practice and Science.

Ashiwel S. Undie, PhD, Neuropharmacology
and Pharmacogenomics, the Medical College of
Pennsylvania; Associate Professor, Pharmaceutical
Sciences.

Jia Bei Wang, PhD, Pharmacology and Experimental
Therapeutics, University of Maryland; Associate Pro-
fessor, Pharmaceutical Sciences.
Myron Weiner, PhD, RPh, Pharmacology and
Toxicology, University of Maryland; Associate
Professor, Pharmaceutical Sciences.

Sheila R. Weiss, PhD, FIPSE, Epidemiology,
Johns Hopkins University; Associate Professor,
Pharmaceutical Health Services Research.
Angela Wilks, PhD, Biochemistry, University
of Leeds, England; Associate Dean for Research
& Graduate Education; Associate Professor,
Pharmaceutical Sciences.

Kristin Zerumsky, PharmD, Medicine/Cardiology,
Philadelphia College of Pharmacy; Assistant
Professor, Pharmacy Practice and Science.

Julie Magno Zito, PhD, Social and Behavioral
Pharmacy, University of Minnesota; Associate
Professor, Pharmaceutical Health Services Research.
Ilene H. Zuckerman, PharmD, PhD, Geriatrics and
Ambulatory Care, University of Maryland; Associate
Professor, Pharmaceutical Health Services Research.

ADJUNCT FACULTY

Omar Badawd, PharmD, Assistant Professor,

Pharmacy Practice and Science

Regina F. Bento, PhD, Assistant Professor,

Pharmaceutical Health Services Research

Becky A. Briesacher, PhD, Assistant Professor,

Pharmaceutical Health Services Research

Jean L. Cadet, MD, Associate Professor,

Pharmaceutical Sciences

Yale H. Caplan, PhD, Professor,

Pharmaceutical Sciences

Keith K. Chan, PhD. Professor,

Pharmaceutical Sciences

Harold E. Chappelear, LLD (Hon.), Professor,

Pharmaceutical Health Services Research

Alan Cheung, PharmD, Professor,

Pharmacy Practice and Science

Ho Chung, PhD, Professor,

Pharmaceutical Sciences

Louis E. Cobuzzi, MS, Assistant Professor,

Pharmacy Practice and Science

Robert R. Conley, MD,

Professor, Pharmacy Practice and Science

John Coster, PhD, Assistant Professor,

Pharmaceutical Health Services Research

Alan S. Cross, MD, Professor,

Pharmaceutical Sciences

Wesley W. Day, PhD, Assistant Professor,

Pharmaceutical Sciences

Robert Edelman, MD, Professor,

Pharmaceutical Sciences

Sean Ekins, PhD, MSc, Associate Professor,

Pharmaceutical Sciences

Gary Erwin, PharmD, Professor,

Pharmaceutical Health Services Research

2005-2007 CATALOG | 61

John Fader, JD, Professor,
Pharmaceutical Health Services Research
E. Robert Feroli, PharmD, Associate Professor,
Pharmaceutical Health Services Research
WiUiam D. Figg, PharmD, Professor,
Pharmacy Practice and Science

Michael J. Fossler, PharmD,

Assistant Professor, Pharmaceutical Sciences

Raymond F. Genovese, PhD,
Assistant Professor, Pharmaceutical Sciences
Lee T. Grady, PhD, Assistant Professor,
Pharmaceutical Sciences

Peter L. Gutierrez, PhD, Professor,

Pharmaceutical Sciences

Erkan Hassan, PharmD, Associate Professor,

Pharmacy Practice and Science

Ajaz S. Hussain, PhD, Associate Professor,

Pharmaceutical Sciences

Thomas N. Julian, PhD, Assistant Professor,

Pharmaceutical Sciences

Sachin Kamal-Bahl, PhD, Assistant Professor,

Pharmaceutical Health Services Research

Robert A. Kerr, PharmD, Professor,

Pharmacy Practice and Science

James W. King, PhD, Associate Professor,

Pharmaceutical Sciences

Michael E. Kleinberg, MD, PhD,

Assistant Professor, Pharmaceutical Sciences

Richard Kline, PhD, Assistant Professor,
Pharmaceutical Sciences

Carol Koro, PhD, Assistant Professor,
Pharmaceutical Health Services Research

Gilbert J. L'ltalien, PhD, Assistant Professor,

Pharmaceutical Health Services Research

Henri R. Manasse, PhD, Professor,

Pharmaceutical Health Services Research

Keith Marshall, PhD, Professor,

Pharmaceutical Sciences

Antonia Mattia, PhD, Assistant Professor,

Pharmaceutical Sciences

Michael B. Maurin, PhD, Assistant Professor,

Pharmaceutical Sciences

Robert McEwan, Assistant Professor,
Pharmaceutical Health Services Research

Dev K. Mehra, PhD, Assistant Professor,

Pharmaceutical Sciences

Ketan A. Mehta, PhD, Assistant Professor,

Pharmaceutical Sciences

Susan M. Meyer, PhD, Professor,

Pharmacy Practice and Science

Frank Milio, MS, Professor,

Pharmaceutical Sciences

Francis X. Muller, PhD, Assistant Professor,

Pharmaceutical Sciences

Robert Nelson, PhD, Associate Professor,

Pharmaceutical Health Services Research

Gregory F. Payne, PhD, Professor,
Pharmaceutical Sciences
Eleanor M. Perfetto, PhD, Assistant Professor,
Pharmaceutical Health Services Research
Robert G. Pinco, JD, Associate Professor,
Pharmaceutical Health Services Research

Dennis A. Pitta, PhD, Associate Professor, •
Pharmaceutical Health Services Research

Karen I. Plaisance, PharmD, Associate Professor,
Pharmacy Practice and Science
Stuart C. Porter, PhD, Assistant Professor,
Pharmaceutical Sciences

Roula B. Qaqish, PharmD, Assistant Professor,
Pharmacy Practice and Science

Govind Rao, PhD, Professor,
Pharmaceutical Sciences
Singh Rekhi, PhD, Assistant Professor,
Pharmaceutical Sciences

Beatriz de Avilez Rocha, PhD, Assistant Professor,
Pharmaceutical Sciences

Edward M. Rudnic, PhD, Associate Professor,
Pharmaceutical Sciences

Gordon H. Sato, PhD, Professor,
Pharmaceutical Sciences

Genette Serrero, PhD, Professor,
Pharmaceutical Sciences

Leon Shargel, PhD, Associate Professor,
Pharmaceutical Sciences

Michael G. Simic, PhD, Professor,
Pharmaceutical Sciences

Quentin R. Smith, PhD, Professor,
Pharmaceutical Sciences

62 I SCHOOL OF PHARMACY

Byong J. Song, PhD, Associate Professor,
Pharmaceutical Sciences

Harold C. Standiford, MD, Professor,

Pharmacy Practice and Science

Marc R. Summerfield, MS, Professor,

Pharmacy Practice and Science

S. Esmail Tabibi, PhD, Associate Professor,

Pharmaceutical Sciences

Frank C. Tortella, PhD, Professor,

Pharmaceutical Sciences

Winston Wong, PharmD, Assistant Professor,
Pharmaceutical Health Services Research
David Young, PharmD, Associate Professor,
Pharmaceutical Sciences

Lawrence X. Yu, PhD, Assistant Professor,
Pharmaceutical Sciences

S. William Zito, PhD, Professor,
Pharmaceutical Sciences

CLINICAL FACULTY

CLINICAL PROFESSORS

Daniel M. Ashby, MS,

The Johns Hopkins Hospital and Health System

Karim Calis, PharmD,

National Institutes of Health Clinical Center

Thomas Sisca, PharmD, Shore Health System

CLINICAL ASSOCIATE PROFESSORS

Thomas P. Cargiulo, PharmD,

Howard County Substance Abuse Services

Shyam D. Karki, PharmD,
Northwest Hospital Center

Carlton K. Lee, PharmD,

The Johns Hopkins Hospital and Health System

David Mays, PharmD,

Shire Pharmaceutical Development, Inc.

Dorothy L. Smith, PharmD,

Consumer Health Information Corporation

Phillip Weiner, PharmD,
Weiner's Home Health Care

Donald K. Yee, BSP, Kaiser Permanente

CLINICAL ASSISTANT PROFESSORS

Stephen J. Adamczyk, BSP, Giant Pharmacy

Akwasi D. Adjei, PharmD,

Homecall Pharmaceutical Services

Esther A. Alabi, PharmD,

University of Maryland Medical System

Vima I. Almuete, BSP,

The Johns Hopkins Hospital and Health System

Reddy Annappareddy, BSP,
University of Maryland Medical System

Virginia L. Apyar, BSP, Happy Harry's Pharmacy

Susan Arnold, PharmD,

The Johns Hopkins Hospital and Health System

Hector Ayu, MBA, Safeway Pharmacy

William L. Baker, PharmD,

Bayhealth Medical Center

David B. Banks, PhD,

Food and Drug Administration

Lee Barker, MBA, BSPH, Safeway Pharmacy

Kristin Bartel, PharmD,

Union Memorial Hospital

Phyllis Bartilucci, MS, Civista Medical Center

Emily P. Bartley, PharmD, VA Medical Center

Edward D. Bashaw, PharmD,

Food and Drug Administration

Richard Baylis, BSP,

Levindale Hebrew Geriatric Center

Melisse S. Baylor, MD,

Food and Drug Administration

Gerald Beachy, BSP, Beachy's Pharmacy

Michael J. Beatty, BSP, Fallston Pharmacy

David Becker, BSP, CVS Pharmacy

John Beckman, BSP,

Beckman Greene Street Pharmacy

Gail M. Bell, BSP, Rite Aid Pharmacy

Robert Berg, PharmD, VA Medical Center

Brian Berryhill, BSP, Giant Pharmacy

Francis A. Bianco, BSP, Target Pharmacy

Stephen Bierer, BSP, Wal-Mart Pharmacy

Alisa E. Billington, BSP, Woodhaven Pharmacy

Mary C. Binghay, PharmD,
Shady Grove Adventist Hospital

f

I

I

2005-2007 CATALOG | 63

Paula Biscup, PharmD,

The Johns Hopkins Hospital and Health System

Alazar O. Bitsuamlak. BSP,

Malcolm Grow Medical Center

Karen K. Black, PharmD, VA Medical Center

Michael N. Blazejak, BSP, Franklin Square Hospital

Barry Bloom, BSP, Giant Pharmacy

Sandra A. Boehm, BSP, Rite Aid Pharmacy

Thomas Bolt, BSP, The Medicine Shoppe

John E. Braaten, BSP, CVS Pharmacy

Lynette Bradley-Baker, PhD, CVS Pharmacy

Thomas Brenner, BSP, York Hospital

James L. Bresette, PharmD,

Indian Health Service Office of Public Health

Barry Bress, MHA, NeighborCare Pharmacies, Inc.

Jeffrey Brewer, PharmD, BCPS,

The Johns Hopkins Hospital and Health System

Eric L. Brooks, BSP, Wal-Mart Pharmacy

Keith Broome, MBA, BSP,

Pharmacare of Cumberland

Michael D. Brown, PharmD,

The Johns Hopkins Hospital and Health System

PhyUis O. Bull, PharmD,

Northwest Hospital Center

Laurie J Buonaccorsi, PharmD,
Target Pharmacy

Kathleen Burke, BSP, NeighborCare Pharmacies

Patrick Burke, BSP, Chestnut AID Pharmacy

Royce A. Burruss, MBA, BSP,
MAMSI/HomeCall Pharmaceutical Services, Inc.

Alvin Burwell, PharmD, Alexandria Pharmacy

Demetris M. Butler, PharmD,
Laurel Regional Hospital

Sherry L. Butler, BSP, Metro Pharmacy

Kevin Callahan, PharmD,
Memorial Hospital at Easton

Bruce Cao, PharmD,

Advancis Pharmaceutical Corporation

Steven C. Carlisle, PharmD,

Malcolm Grow Medical Center

Leo Chan, BSP, Food and Drug Administration

Norman Chanaud, PharmD, Weis Pharmacy

Kevin J. Chappie, PharmD,
Memorial Hospital at Easton

David R. Chason, MBA, MedStar Health

Stephany L Chen, PharmD,

Children's Hospital at Sinai

William R. Chester, PharmD, Safeway Pharmacy

Renu Chhabra, PharmD,
Food and Drug Administration

Fred Choy, MS, Home Infusion Pharmacy

Julian N. Chun, PharmD, Giant Pharmacy

Angela M. Clark, PharmD,

The Johns Hopkins Hospital and Health System

John S. Clark, PharmD,

The Johns Hopkins Hospital and Health System

Gerald Cohen, BSP, Walgreen's

Marybeth Cole, BSP, Happy Harry's Pharmacy

Tovonnia W. Collins, PharmD,
NeighborCare Pharmacies, Inc.
Kimberly A. Compton, BSP,
Food and Drug Administration
Gary W Cook, PharmD, Walgreen's
Catherine E. Cooke, PharmD, Pfizer, Inc.
Nicholas Comias, BSP, Rite Aid Pharmacy

Rosaly Correa De Araujo, MD, PhD,
Agency for Healthcare Research and Quality

Rachel L. Couchenour, PharmD, Sanofi-Aventis
David Cowden, BSP, CVS Pharmacy
James M. Crable, BSP, Finan Center
Judy L. Grain, PharmD,
Memorial Hospital at Easton

Daniel Crerand, BSP,

Family Health Apothecary, Inc.

Terry Crovo, BSP,

Ensign Pharmacy at Franklin Square

Wayne Crowley, BSP, Giant Pharmacy

Malinda Darber, PharmD, Eckerd Pharmacy

Wilbert Danvin, PharmD, Indian Health Service

Dinesh V. Dave, MS, Shoppers Pharmacy

Morrell C. Delcher, MBA,
Peninsula Regional Medical Center

John DiBona, PharmD, Sinai Hospital

Kari D. Dickson, BSP, CVS Pharmacy

64 I SCHOOL OF PHARMACY

Teresa DiRenzo Berkowicz, PharmD,
University of Maryland Medical System
David T. Diwa, PharmD, MS,
Food and Drug Administration
Robert Dombrowski, PharmD,
VA Medical Center

Joseph Dorsch, Jr., MBA, PD, Voshell's Pharmacy
Charles R. Downs, PharmD,
Washington County Hospital

Patricia Draper, BSP, Edwards Pharmacy

Janice Dunsavage, MAS, Pinnacle Health Hospitals

Jeffrey Edwards, BSP,

Greater Baltimore Medical Center

Michael S. Edwards, PharmD,

The Johns Hopkins Hospital

Deborah J. Ehart, PharmD, CVS Pharmacy

William Ehrlich, PharmD, HMIS - Levindale

Hossein Ejtemai, BSP, Brookville Pharmacy

Michael J. Evanko, BSP, VA Medical Center

Jennifer L. Evans, PharmD,
Kimbrough Ambulatory Care Center

Karla D. Evans, BSP,

Children's National Medical Center

Mark Ey, BSP, NeighborCare Pharmacies, Inc.

Darlene Fahrman, BSP, Rite Aid Pharmacy

Jeffrey C. Farace, BSP, The Medicine Shoppe

Samia H. Farah, BSP, VA Medical Center

Agnes Ann Feemster, PharmD,

University of Maryland Medical System

Cynthia Feinberg, BSP, Rite Aid Pharmacy

Madeline Feinberg, PharmD,
Chase Braxton Clinic

Dennis E. Ferguson, BSP, Hill's Drug Store

Philip Fiastro, BSP, Weis Pharmacy

John P. Fink, MBA, The Medicine Shoppe

Burt Finkelstein, PharmD, Cardinal Health,
Automation and Information System

Kathleen D. Flannery, PharmD,
VA Medical Center

Cynthia L. Foggo, BSP,

National Naval Medical Center

Michelle Forrest-Smith, PharmD, Pharmaequip

Shonda A. Foster, PharmD,

Johns Hopkins HealthCare LLC

Anthea Francis, BSP,

The Johns Hopkins Hospital and Health System

Heather Free, PharmD, Target Pharmacy

Catherine E. Fronc, PharmD, VA Medical Center

Albert T. Fuch, Jr., BSP, Weis Pharmacy

Robert J. Fuentes, MS, PharmD,

Medlmmune, Inc.

Christopher J. Gallagher, PharmD,

VA Medical Center

Valerie J. George, BSP, Weis Pharmacy

David Gerrold, BSP, Giant Pharmacy

Robert Gerstein, BSP, Weis Pharmacy

Sandra Geyser-Stoops, BSP, BCNP,

University of Maryland Medical System

Mary Giesey, MBA, North Arundel Hospital

Nancy Gilbert-Taylor, BSP,

Fuller Medical Center Pharmacy

DonaldJ. Glenn, MPH,

The Johns Hopkins Hospital and Health System

Joshana K. Goga, PharmD, BCPP,

Spring Grove Hospital Center

Harvey Goldberg, BSP, Freedom Drug

Barbara J. Goldman, BSP,

Center for Health Information

Barry Goldspiel, PharmD,

National Institutes of Health Clinical Center

Alan Goldstein, BSP,
NeighborCare Pharmacies, Inc.

Thomas Goolsby, BSP, Weis Pharmacy
Bruce M. Gordon, PharmD, Premier, Inc.
Laura A. Governale, PharmD,
Food and Drug Administration
Charles Graefe, BSP, Giant Pharmacy

Brian E. Grover, PharmD,

University of Maryland Medical System

Patricia E. Grunwald, PharmD,
Frederick Memorial Hospital

Karl F. Gumpper. BSP.
Children's National Medical Center

Janelle L. Gustinucci, PharmD, VA Medical Center

Douglas Haggerty, BSP, Target Pharmacy

2005-2007 CATALOG | 65

Cynthia J. Halas, PharmD,

Penn State Milton S. Hershey Medical Center

Mayer Handleman, BSP,
NeighborCare Pharmacies, Inc.

Jon Hann, BSP, CVS Pharmacy

Kara A. Harrer, PharmD, Calvert Memorial Hospital

Richard N. Hascup, BSP, Happy Harry's Pharmacy

Amy J. Hatfield, PharmD, Johns Hopkins Hospital

Michael C. Hawk, BSP, Sam's Club Pharmacy

Elham Hekmat, PharmD,

Shady Grove Adventist Hospital

Frank Henderson, Jr., BSP. Klein's Pharmacy

Peggy Dimetra Papageorge Henkle, BSP,

Weis Pharmacy

Gerard Herpel, BSP, Deep Creek Pharmacy

Andrea Hershey, PharmD,
Union Memorial Hospital

WmiamA.Hess, BSP,

Food and Drug Administration

William Hill, BSP, Hill's Drug Store

Flora HUmas, PharmD,

University of Maryland Medical System

Herbert Holmes, Jr., PharmD,

National Institute on Aging

Carol Holquist, BSP, Food and Drug Administration

Manisha M. Hong, PharmD,

The Johns Hopkins Hospital and Health System

Angelique K. Hooper, BSP. Weis Pharmacy

CharlesV. Hoppes, MPH,

Food and Drug Administration

Edward T. Horn, PharmD,

The Johns Hopkins Hospital and Health System

Jon D. Horton, PharmD, York Hospital

Stephen Hospodavis, BSP, Steve's Pharmacy

Yen M. Hua, PharmD,

Consumer Health Information Corporation

Cindy Huang, PharmD, Caremark

Wendy E. Hutson, PharmD,
Greater Baltimore Medical Center

Umbreen Idrees, PharmD, Johns Hopkins Hospital

Anthony Jhenatu, PharmD, Bon Secours Hospital

Amy Ives, PharmD, VA Medical Center

Fariba Izadi, PharmD, Giant Pharmacy

Thomas Jackson, BSP, St. Mary's Hospital

Salim Jarawan, PharmD,

Doctors' Community Hospital

Dawn A. Johnson, PharmD, Catonsville Pharmacy

Mitchell A. Johnston, PharmD, VA Medical Center

Nathan H. Jones, PharmD, Giant Pharmacy

John T. Jordan, Jr., PharmD,
Peninsula Regional Medical Center
Gargi Joshi, PharmD, CVS Pharmacy
Ramon Juta, BSP, Rite Aid Pharmacy
Christine Kahley, PharmD, York Hospital
Behnam Kamrad, PharmD, Kaiser Permanente
Bennett Kantorow, BSP, VA Medical Center
Robert M. Katz, MS, Safeway Pharmacy

Marybeth Kazanas, PharmD,
BCPS Union Memorial Hospital
Thomas W. Kearney, BSP, Walgreen' s
Laura Keefer, PharmD,
Greater Baltimore Medical Center
Christopher A. Keeys, PharmD,
Clinical Pharmacy Associates, Inc.

Charles W. Kelly, BSP, Craig's Drug Store, Inc.

Mark Kern, PharmD, CACP, Mercy Medical Center

Masoomeh Khamesian, PharmD,

Howard County General Hospital

Aaliya K. Khan, PharmD, CACP,

University of Maryland Medical System

Brenda J. Kiliany, PharmD,

Food and Drug Administration

Brian Y. Kim, BSP, CVS Pharmacy

Ellen Kim, BSP, CVS Pharmacy

Mari Kim, PharmD, Doctors' Community Hospital

Tina S. Kim, PharmD, Kaiser Permanente

Rebecca J. Kinloch, PharmD, q.d. Pharmacy

Ronald P. Kleiman, BSP, Sam's Club Pharmacy

Dennis Klein, BSP,

Department of Health and Mental Hygiene

Linda Klein, BSP, CVS Pharmacy

Robert Kline, BSP, Atlantic General Hospital

Darren D. Klotz, PharmD, Rite Aid Pharmacy

66 I SCHOOL OF PHARMACY

David Knauer, BSP, BD Healthcare Consulting
Patricia E. Kokoski, PharmD, Carroll Hospital Center
David A. Kotzin, MS, Terrapin Pharmacy

Mary E. Kremzner, PharmD,

Food and Drug Administration

Jay Krosnick, BSP, NeighborCare Pharmacies, Inc.

Nancy Ku, PharmD, CVS Pharmacy

Edmond J. Kucharski, BSP, Carroll County Hospital

Scott Kuperman, BSP,

NeighborCare Pharmacies, Inc.

Ray T. Lake, MS, Quadramed
Christopher C. Lamer, PharmD,
Cherokee Indian Hospital
Somvadee Laohavaleeson, PharmD,
Northwest Hospital Center

Arthur J. LaVallee, PharmD, Safeway Pharmacy

Dan Le, PharmD, Franklin Square Hospital Center

Trinh Le, MS, Children's National Medical Center

Louise Leach, BSP, Good Samaritan Hospital

Kathleen G. Ledbetter, PharmD, Sinai Hospital

Jean E. Lee, PharmD, Sinai Hospital

Jeannie K. Lee, PharmD,

Walter Reed Army Medical Center

Weiraymond Lee, PharmD, VA Medical Center

Laura Lees, PharmD,

The Johns Hopkins Hospital and Health System

DeAnna D. Leikach, BSP, Finksburg Pharmacy

Neil Leikach, BSP, Catonsville Pharmacy

Louis E. Levenson, MAS,

Bayhealth Medical Center

John J. Lewin, PharmD, BCPS,

The Johns Hopkins Hospital and Health System

Joseph Libercci, BSP, Park Avenue Pharmacy

Mark Lichtman, BSP, Drug City Pharmacy

Roberto Licier, MS, CVS Pharmacy

David Liebman, DPA, Kayes AID Pharmacy

Larry P. Lim, PharmD,

Food and Drug Administration

Fred L. Lockwood, PharmD,
Food and Drug Administration

Christopher R. Lopez, PharmD,
Northern Pharmacy at Overlea

Bethany L. Lowe, PharmD,

University of Maryland Medical System

Steven D. Lowery, PharmD,

PharmaCare of Cumberland

Timothy Lubin, BSP,

NeighborCare Pharmacies, Inc.

Marie Mackowick, PharmD,

Clifton T. Perkins Hospital Center

Jeffery Maltese, BSP,

Shoppers Pharmacy

Aliya Mansoor, PharmD,

Union Memorial Hospital

Paul Marra, BSP, Giant Pharmacy

Julianna T. Marten, PharmD, Sinai Hospital

Brian R. Martin, PharmD, VA Medical Center

Robert Martin, Jr., BSP,

Potomac Valley Pharmacy, Inc.

Herbert G. Mathews III, PharmD, Sinai Hospital
Peter T. Mbi, BSP, The Medicine Shoppe

Robert J. McAuley, MS,

Kirk U.S. Army Health Clinic

Nicoe K. McCoy, PharmD, Kernan Hospital

Mark McDougall, BSP, McDougall's Pharmacy

Marilyn McEvoy, BSP, HMIS - Levindale

Earle G. McFerren, BSP, CVS Pharmacy

Gina McKnight-Smith, PharmD, MBA, CGP,
Department of Health and Mental Hygiene

Michael F. McMahon, BSP, Rite Aid Pharmacy

Michelle C. Mercado, PharmD,

Children's National Medical Center

David G. Miller, BSP, Merck & Co., Inc.

Martin Mintz, BSP,

Northern Pharmacy & Medical Equipment

Sandra H. Mitchell, MS,

The Johns Hopkins Hospital and Health System

Tracy A. Mitchell, PharmD, Chase Braxton Clinic

Rita Mitsch, PharmD,

Franklin Square Hospital Center

Laurie Mohler, BSP,
NeighborCare Pharmacies, Inc.

Catherine C. Moore, BSP, Giant Pharmacy

Pam Moussavian-Yousefi, PharmD,
Walter Reed Army Medical Center

2005-2007 CATALOG | 67

Jeffrey L. Moyer, BSP, Waynesboro Hospital
Charles Muendlein, BSP, Lykos Pharmacy
Yenik A. Mulugeta, PharmD,
Children's National Medical Center
La Verne G. Naesea, MSW,
Maryland Board of Pharmacy

Stephen Needel, BSP,

Chandlers Drugs and Medical Supplies

Deborah Neels, JD,

University of Maryland, Baltimore
Pamela J. Neely, PharmD, All Children's Hospital
Leon Nelson, BSP, Rite Aid Pharmacy
Matthew Nelson, PharmD, VA Medical Center
John Ness, PharmD, Upper Chesapeake Medical
Center & Harford Memorial Hospital

Melinda M. Neuhauser, PharmD,
National Institutes of Health
Diem Kieu H. Ngo, PharmD,
Malcolm Grow Medical Center
Sharon T. Nguyen, PharmD, Caremark
Akwasi Nkansah, BSP, Rite Aid Pharmacy
Flora C. Nudelman, BSP, CVS Pharmacy
Godwin Odunze, MS, Signet Health Plan
Claudia C. Okeke, PhD, U.S. Pharmacoepia
Christine A. Oliver, PharmD,
Food and Drug Administration

Helen Osbom, BSP,
Montgomery General Hospital
Michele Overtoom, PharmD, Giant Pharmacy
James A. Owen, BSP, Happy Harry's Pharmacy
Heather A. Owens, PharmD,
NeighborCare Pharmacies, Inc.
Larry Owens, PharmD, York Hospital
Mehrnaz Pajoumand, PharmD,
University of Maryland Medical System
Joseph Pariser, BSP, Giant Pharmacy
Richard D. Parker, Jr., BSP, Giant Pharmacy
Daniel S. Pastorek, BSP, Shoppers Pharmacy
Kalpna Patel, MS, Giant Pharmacy

Sheila Patel, PharmD,
NeighborCare Pharmacies, Inc.

Virbala A. Patel, BSP, Giant Pharmacy

David W. Patterson, BSP, Health Guard

Robert Patti, PharmD, York Hospital

Emilie Paul, PharmD,

NeighborCare Pharmacies, Inc.

Carol Paulick, MBA, St. Agnes Health Care

James Pellenbarg, BSP, Wal-Mart Pharmacy

Kathleen A. Perez, PharmD,

CGP, VA Medical Center

Janice V. Perry, PharmD, VA Medical Center

Maureen W. Perry, BSP, Virginia Maryland Regional
College of Veterinary Medicine

Lynn J. Peterson, BSP, CVS Pharmacy

Paul Pham, PharmD,

Johns Hopkins University School of Medicine

Mark Pilachowski, BSP, Klein's Pharmacy

Sanyi Pin, BSP, Bon Secours Hospital

Brian Pinto, PharmD,

The Johns Hopkins Hospital and Health System

Bonnie L. Pitt, MAS, Frederick Memorial Hospital
Theresa M. Plog, PharmD,
Memorial Hospital at Easton

David Posner, BSP, Bradley Care Drug

Keith Pozanek, BSP,

Citizens Pharmacy Services, Inc.

Frank Pucino, Jr., PharmD,

National Institutes of Health

Florence Raimoni, MPA, Keman Hospital

Jacob R. Raitt, PhD, Vetcentric

Ashok A. Ramkissoon. BSP, MAM SI/

HomeCall Pharmaceutical Services, Inc.

Blanca Ratzlaff, PharmD, VA Medical Center

Parveen A. Rawala, BSP, Happy Harry's Pharmacy

James P. Renter, PharmD,

University of Maryland Medical System

Earl W. Rhoads, BSP, The Medicine Shoppe

Wendy L. Rice, PharmD,

Pharmacare of Cumberland

Stephen P. Riggin, BSP, CVS Pharmacy

Arthur Riley, MS, EMA Pharmacy, Inc.

Carol D. Ritchie, BSP, Thomas B. Finan Center

Kim Z. Robbins, BSP, Happy Harry's Pharmacy

Kevin W. Roberts, PharmD, Walter Reed Army Medical Center

68 I SCHOOL OF PHARMACY

Michael D. Roberts, MS,

National Rehabilitation Hospital

Luis F. Rosado, BSP, BJ's Pharmacy

Wendy M. Rosenthal, PharmD,

MedOutcomes, Inc.

Patricia A. Ross, PharmD,

The Johns Hopkins Hospital and Health System

Michelle A. Rudek, PhD, PharmD,

Sidney Kimmel Comprehensive Cancer Center

Carol Rudo, PharmD, VA Medical Center

David Russo, MBA, Russo's Pharmacy

James J. Rybacki, PharmD, The Clearwater Group

Beulah P. Sabundayo, PharmD,

Johns Hopkins University School of Medicine

Janine Sadek, PharmD, Velcentric

Constanta E. Samborschi, PhD,

Upper Shore Community Mental Health Center

Cyrus Samet, PharmD,

North Arundel General Hospital

Rebecca D. SavUle, PharmD,

Food and Drug Administration

Angela M. Scagiola, BSP,

Harford Memorial Hospital

Joseph J. Scalese III, BSP, Weis Pharmacy

Randolph Schaap, BSP, Rite Aid Pharmacy

Howard R. Schiff, BSP,

Maryland Pharmacists Association

Angelica Schneider, BSP,

NeighborCare Pharmacies, Inc.

Kevin A. Schnupp, PharmD,

Maryland General Hospital

Brian L. Schumer, BSP, Tuxedo Pharmacy

Pritesh K. Shah, PharmD, MASCL,

Bristrol-Myers Squibb Company

Rizwan A. Shah, MS, Kmart Pharmacy

Kelly Shanahan, BSP, Giant Pharmacy

Brent Sharf, BSP, Bon Secours Hospital

Edwin A. Sheikh, PharmD, Andrx Laboratories

Matthew G. Shimoda, PharmD, CVS Pharmacy

Sudha Shukla, PharmD, VA Medical Center

Ralph L. Shumake, MS, Blue Mountain Apothecary

Lawrence Siegel, PharmD, MAS,
Carroll Hospital Center

Cheryl Simmons-Gray, PharmD, Kaiser Permanente

Tomas A. Simpson, BSP, Eckerd Pharmacy

Melissa Skarbelis, BSP, Wal-Mart Pharmacy

Ralph A. Small, Jr., BSP, Rite Aid Pharmacy

Billy R. Smith, MA, Monarch Pharmaceuticals, Inc.

Jennifer S. Smith, BSP, Acme Pharmacy

John Smith, BSP, Giant Pharmacy

Gary Sobotka, BSP, CVS Pharmacy

Fredrick P. Soetje, BSP, VA Medical Center

Dominic A. Solimando, Jr., MA,

Walter Reed Army Medical Center

Saburi O. Sonekan, BSP, Shoppers Pharmacy

Anh T. Sorof, PharmD,

AstraZeneca Pharmaceuticals, LP

Suzanne L. Spurr, PharmD, Kmart Pharmacy

Nora Stelter, PharmD,

National Association of Chain Drug Stores

Carol Stevenson, PharmD,

NeighborCare Pharmacies, Inc.

Jerry C. Stewart, BSP,

Western Maryland Health System

Howard C. Stoops, BSP, Cardinal Healthcare

Gary R. Stout, BSP, Safeway Pharmacy

Mark N. Strong, PharmD, Warm Springs
Health & Wellness Center Indian Health

Kimberly A. Struble, PharmD,
Food and Drug Administration

Vaiyapuri Subramaniam, PharmD,
Department of Veterans Affairs

Keri A. Suh, PharmD,

Kimbrough Ambulatory Care Center

Susan L. Summers, BSP, CVS Pharmacy

Audrea Szabature, PharmD,

The Johns Hopkins Hospital and Health System

William Tabak, BSP, Rite Aid Pharmacy
Richard Tarr, BSP, Giant Pharmacy
Lawrence Taylor, BSP, CVS Pharmacy
Christopher E. Thomas, PharmD,
VA Medical Center

Colby A. Thomas, PharmD, Sinai Hospital
Jennifer Thomas, PharmD. St. Agnes HealthCare
Rachel J. Thomas, PharmD, Kaiser Permanente

2005-2007 CATALOG | 69

Nathan Thompson, MBA,
Johns Hopkins Pharmaquip

Amy M. Timmins, PharmD,

AstraZeneca Pharmaceuticals, LP

BeHnda A. Todjo, PharmD, Kaiser Permanente

Steven B. Toth, BSP, Happy Harry's Pharmacy

Lisa Townsend, PharmD, Hill's Drug Store

Dat T. Tran, BSP, Super Fresh Pharmacy

Penelope Trikeriotis, BSP, Giant Pharmacy

Kathleen Truelove, BSP,

The Johns Hopkins Hospital and Health System

Marshall G. Tsakiris, BSP, Giant Pharmacy
Sara C. Turk, PharmD, Good Samaritan Hospital

Charles H. Twilley, PharmD,

Johns Hopkins Bayview

Nancy D. Tzeng, PharmD,

Johns Hopkins Bayview

Leon Vandenberg, BSP, Paradigm Pharmacy

Hannah Vanderpool, PharmD,

American Society of Health- System Pharmacists

Wayne VanWie, BSP, Safeway
David J. Vaxmonsky, BSP,
Happy Harry's Pharmacy

Michael A. Veltri, PharmD,

Johns Hopkins Children's Hospital

Doris Voigt, PharmD, Kaiser Permanente

Laura C. Wachter, PharmD,

The Johns Hopkins Hospital and Health System

James A. Waddell, PharmD,
Walter Reed Army Medical Center

Nagla A. Wahab, PharmD,
Walter Reed Army Medical Center

J. Kenneth Walters, PharmD,
Sheppard Pratt Hospital

Terrill Washington, PharmD, VA Medical Center
Elizabeth P. Weekes, PharmD,
University of Maryland Medical System

Michael N. Weisburgh, PharmD,
Calvert Memorial Hospital

Sandra S. Werking, PharmD, Mercy Medical Center

Samuel R. Wetherill, BSP, Happy Harry's Pharmacy

Josephine Whitford, PharmD, Kaiser Permanente

Thomas Wieland, BSP, Safeway Pharmacy
Stephen Wienner, BSP, Mt. Vernon Pharmacy

Michelle WiUey, PharmD,

Memorial Hospital at Easton

Thomas Williams, PharmD, Wellspan Pharmacy

Rene L. Williamson, PharmD, Kaiser Permanente

Sharon D. Wilson, PharmD,
University of Maryland Medical System
Thomas Wilson, PharmD, Cape Apothecary
Dante R. Wmter, BSP, Harford Memorial Hospital
Bay Mao B. Wu, PharmD, Kaiser Permanente
Eileen Wu, PharmD,
Montgomery General Hospital

Mia Wyatt, BSP, Twin Knolls Pharmacy
Ellen H. Yankellow, PharmD,
Correct Rx Pharmacy Services, Inc.

Martin Yankellow, BSP, Weis Pharmacy
Wayne Yelle, PharmD, Weis Pharmacy
David M. Yoder, PharmD,
MAMSI/HomeCall Pharmaceutical Services, Inc.

Eric J. Yospa, BSP, Family Pharmacy of Hampstead

Deirdre A. Younger, MS, Health Center Pharmacy

Catherine C. Yu, PharmD,
Food and Drug Administration

Faramarz Zarfeshanfard, BSP,

The Johns Hopkins Hospital and Health System

C. Alex Zarow, MBA, Bayhealth Medical Center

Robert Zepp, BSP,

University of Maryland Medical System

CLINICAL INSTRUCTORS

Chi Duong, PharmD, Santa Fe Indian Hospital
Robin Garner Smith, PharmD, Care Apothecary
John R. Gleespen, PharmD, Manchester Pharmacy
Patrina Hviid, PharmD, Target Pharmacy
Mandy C. Kwong, PharmD, CVS Pharmacy
William A. Ranker, PharmD, Safeway Pharmacy
Arash RaouBnia, PharmD, Global Pharmacokinetics
and Biopharmaceutics
Aime P. Service, PharmD, Sam's Club Pharmacy

70 I SCHOOL OF PHARMACY

PROGRAM COURSE DESCRIPTIONS

PHARMD COURSE DESCRIPTIONS

DIDACTIC REQUIRED COURSES

PHAR 510— Biochemistry (3)

A course of study which builds on the principles of
cell biology and genetics with a systematic considera-
tion of the chemical components and requirements
of living systems from the molecular to the cellular
level. These fundamentals of biochemical stmcture,
function, and energetics provide a platform for
comprehension of pharmaceutical biotechnology,
and for understanding determinants of disease, the
pathobiochemistry of organ systems, mechanisms of
drug action and adverse reactions, and novel drug
delivery systems.

PHAR 513— Drug Chemistry (2)

A study of the principles of organic chemistry that
comprise basic elements of pharmaceutical science.
The emphasis is on the relationship between molec-
ular structure and chemical, physical, and biophysi-
cal properties of systems that arise from molecular
interactions. The course provides a platform for com-
prehension of pharmaceutical concerns, such as the
stability of drugs and drug products, the conforma-
tion of bioactive proteins, the basis for drug-receptor
interactions, the structure of biological membranes,
and major drug classes.

PHAR 514 — Human Biology I (3)

A consideration of the human body as an integrated,
functioning organism with emphasis on how
organs work individually and in harmony during
the regulation of complex body functions necessary
to establish and maintain homeostasis, and mecha-
nisms underlying disordered organ functions and
homeostasis. The anatomy, histology, and physiology
of the human body is organized by organ systems to
include the integumentary, skeletal, muscular, nerv-
ous, endocrine, cardiovascular, lymphatic, respira-
tory, digestive, urinary, and reproductive systems.

PHAR 516 — Pharmacy Practice and Education (2)

This prefatory course introduces the new Doctor
of Pharmacy student to the science and profession
of pharmacy. The evolution and implications of
pharmaceutical care and the philosophical basis for
the pharmacy curriculum are discussed. Students
are introduced to skills necessary for success during
the four-year curriculum through the opportunity
to critically evaluate problems, discuss ethical dilem-

mas, develop and apply computer and literature-
retrieval skills, and practice verbal and written com-
munication skills. The importance of independent
and cooperative learning activities is emphasized.

PHAR 517 — Study Design and Analysis (2)

This course is an overview of the study designs and
analyses used in medical research. Students will be
introduced to the vocabulary of medical research and
develop an understanding of the "how and why" of
clinical study design, analysis, and the interpretation
of study data. This knowledge is critical to be able to
evaluate, interpret, and apply medical research to
pharmaceutical care of the individual patient and the
health of the community (public health).

PHAR 520— Molecular Biology (3)

This course is an integrated cell and molecular biol-
ogy course. It is designed to thoroughly introduce
the student to the mechanisms of DNA replication,
recombination, repair, transcription, protein synthe-
sis, and gene regulation and signal transduction. The
course focuses on the relationship of these processes
to current pharmaceutical interventions and those of
the future. At the conclusion of this course, the stu-
dent will also be able to describe, in detail, the mech-
anisms of DNA metabolism, protein synthesis, gene
regulation, and signal transduction. The student will
also be able to describe and indicate the basis for cur-
rent diagnostic tests that incorporate modem cell
and molecular biology techniques.

PHAR 522— Context of Health Care (3)

Students actively develop a contemporary definition
of health care and crirically examine the health care
system with special emphasis on relevant legislation,
traditional and nontraditional providers of health
care, the organization and financing of health care
delivery, and the dynamics of pharmaceutical care
within the system. The social, legal, and professional
implications of informatics and computer prolifera-
tion in our society are discussed with special empha-
sis on pharmacy practice.

PHAR 523— Ethics in Pharmacy Practice (i)

Introduction to the principles of ethical thinking.
The philosophy of ethics and role of formal codes of
professional conduct are discussed in the context of
resolving ethical issues in pharmacy practice.

PHAR 524— Human Biology 11 (3)

A consideration of the human body as an integrated,
functioning organism with emphasis on how organs
work individually and in harmony during the regula-

2005-2007 CATALOG | 71

tion of complex body functions necessary to establish
and maintain homeostasis, and mechanisms under-
lying disordered organ functions and homeostasis.
The anatomy, histology, and physiology of the
human body is organized by organ systems to
include the integumentary, skeletal, muscular, nerv-
ous, endocrine, cardiovascular, lymphatic, respira-
tory, digestive, urinary, and reproductive systems.

PHAR 525 — Immunology (2)

The natural and acquired protective mechanisms of
the immune system are discussed with topics rang-
ing from the structure, function, and specificity of
antibodies; B-lymphocyte and T-lymphocyte func-
tions; initiation and control of immune responses;
histocompatibility; and immune-mediated disease.
The course is designed to provide the student with
sufficient knowledge of humoral and cellular immu-
nity to understand the role of the immune system in
disease, the production and use of vaccines and
related biologicals, and the rapidly growing areas of
transfusion, transplant, and tumor immunology.

PHAR 526— Physical Chemistry (2)

A study of selected principles of physical chemistry
that comprise basic elements of pharmaceutical sci-
ence. The emphasis is placed on the relationship
between molecular structure and the physical and
biophysical properties of systems that arise from
molecular interactions. The goal of the course is to
apply the principles of physical chemistry to the
practice of pharmacy.

PHAR 530 — Microbiology/ Antibiotics I (2)

A study of the major classes of pathogenic bacteria,
bacterial infectious diseases and antibacterial agents.
This course surveys pertinent features of bacterial
structure and virulence factors, host response and
disease manifestations and antibacterial drug design,
mechanisms, pharmacokinetics, and toxicity profile.
This course will provide the framework for consider-
ation of the therapeutic principles involved in treat-
ing bacterial diseases.

PHAR 5}i — Pharmaceutical Chemistry (2)

A presentation of the basic chemical principles under-
lying the activity, absorption, metabolism, excretion,
physico-chemical properties, and design of drug mole-
cules, culminating in a discussion of drug classes.

PHAR 532— Patient-Centered
Pharmacy Practice and Management I (2)

This course provides pharmacy students an opportu-
nity to learn important pharmacy practice and
patient management skills that facilitate the develop-
ment of a patient-centered pharmacy. The students
learn practice management concepts that involve the
development, implementation, and management of
contemporary pharmacy services including patient
assessment skills. Patient assessment principals and
skills will be taught including the essential clinical
skills of history taking and physical examination.

Management principles are provided to construct
a practical framework for the operational manage-
ment of a business. Elements addressed in this
course include regulatory, economic, environmental
variables that affect pharmacy practice and workflow
analysis, accounting, purchasing and inventory con-
trol, quality assurance, summarizing and interpret-
ing of financial data for service and merchandising
entities, and third-party reimbursement issues. The
course also examines the current practical develop-
ments related to human resources management
through integration of information on organizational
behavior, psychology, economics, and law. Prerequi-
sites: PHAR 514 and PHAR 524 Human Biology I
and II, PHAR 516 Pharmacy Practice and Education,
PHPC 510 and PHPC 520 Introduction to Profes-
sional Practice I and II, PHAR 522 Context of Health
Care, and PHAR 523 Ethics in Pharmacy Practice.

PHAR 533— Medicinal Chemishy I (i)

A comprehensive study of the chemistry of drug prod-
ucts. The course outline will follow the pharmacologi-
cal classification of drug moleciiles, and will include
discussion of chemical properties (physical and
organic), stability, solubility, mechanisms of action
where appropriate, and structure-activity relationships.
Where possible, quantitative computer-designed
studies of drug development will be mentioned.

PHAR 534— Human Biology III (3)

A consideration of the human body as an integrated,
functioning organism with emphasis on how organs
work individually and in harmony during the regula-
tion of complex body functions necessary to establish
and maintain homeostasis, and mechanisms under-
lying disordered organ functions and homeostasis.
The anatomy, histology, and physiology of the
human body is organized by organ systems to
include the integumentary, skeletal, muscular, nerv-
ous, endocrine, cardiovascular, lymphatic, respira-
tory, digestive, urinary, and reproductive systems.

72 I SCHOOL OF PHARMACY

PHAR 535— Pharmaceutics (3)

The apphcation of fundamental principles and basic
science knowledge to the multidimensional prob-
lems of the formulation, development, testing,
production, distribution, and administration of safe,
effective, stable, and reliable drug delivery systems.
These systems, ranging in sophistication from
tablets and capsules to biodegradable implants, are
discussed using a problem-based approach that
focuses on the critical determinants for traditional
and less-traditional routes of drug administration.

PHAR 536 — Pharmacology I (3)

A systematic consideration of the molecular, cellular,
and organismic mechanisms of drug action, organ-
ized by major drug classes. This course of study pro-
vides knowledge of the mechanisms of drug action
underlying their use in the treatment of specific and
general disease processes.

PHAR 537 — Principles of Drug Action (2)

A study of the chemical and biological concepts
which apply to the characterization, evaluation, and
comparison of all drugs. Topics such as dose-
response and receptor theory, receptor transduction
mechanisms, pharmacologic selectivity, pharmacoge-
netic drug tolerance and dependence, drug allergy,
drug resistance and chemical mutagenesis, carcino-
genesis, and teratogenesis are discussed at the
molecular and cellular level. The physical, biological,
and chemical principles underlying drug absorption,
distribution, biotransformation, and excretion are
discussed from the molecular to the organ level.

PHAR 540 — Microbiology /Antibiotics II (2)

A study of the major classes of pathogenic fungi
and viruses, the diseases that they cause and
antifungal and antiviral agents. This course surveys
pertinent features of fungal and viral structure,
virulence factors, life-cycle, disease manifestations
and antifungal/antiviral drug design, mechanisms,
pharmacokinetics, and toxicity profile. This course
will provide the framework for consideration of the
therapeutic principles involved in treating fungal and
viral diseases.

PHAR 541 — Biopharmaceutics
and Pharmacokinetics (3)

Tliis course provides the student with a basic under-
standing of biopharmaceutics and pharmacokinetics
that can be applied to drug product development and
drug therapy. Biopharmaceutics involves the study of
the effects of dosage formulation on drug absorption

and distribution. Pharmacokinetics is the study of
"what the body does to the drug," encompassing
absorption, distribution, metabolism, and excretion.
The mathematical relationship between drug con-
centrations and hme wall be examined as well as the
rational design of drug regimens based on patient-
specific factors, pharmacokinetic parameters, and
pharmacodynamics. Pharmacodynamics represents
the study of the relationship between drug concen-
trarions and the resultant pharmacologic action.

PHAR 542— Clinical Chemistry (i)

The aim of this course is to introduce the student to
the medical record. Didactic presentations will
emphasize the scienrific basis for a variety of labora-
tory tests while the illustrative case discussions will
emphasize the clinical importance and interpretation
of these tests in a patient care environment. Students
will be exposed to real data, emphasizing the under-
standing and application of the basic and clinical sci-
ences for the purpose of interpreting pertinent
physical findings and clinical laboratory data.

PHAR 543— Medicinal Chemistry II (2)

A comprehensive study of the chemistry of drug prod-
ucts. The course outline will follow the pharmacologi-
cal classification of drug moleades, and will include
discussion of chemical properfies (physical and
organic), stability, solubility, mechanisms of action
where appropriate, and structure-activity relationships.
Where possible, quantitative computer-designed stud-
ies of drug development will be mentioned.

PHAR 544— Patient-Centered

Pharmacy Practice and Management II (2)

This course provides pharmacy students an opportu-
nity to learn important pharmacy practice and
patient management skills that facilitate the develop-
ment of a patient-centered pharmacy. The students
learn practice management concepts that involve the
development, implementation, and management of
contemporary pharmacy services including patient
assessment skills. Patient assessment principals and
skills will be taught including the essential clinical
skills of history taking and physical examination.

Management principles are provided to construct
a practical framework for the operational manage-
ment of a business. Elements addressed in this
course include regulatory, economic, and environ-
mental variables that affect pharmacy practice and
workflow analysis, accounting, purchasing and
inventory control, quality assurance, summarizing,
and interpreting of financial data for service and

2005- 2007 CATALOG | 73

merchandising entities, and third-party reimburse-
ment issues. The course also examines the current
practical developments related to human resources
management through integration of information on
organizational behavior, psychology, economics, and
law. Prerequisites: PHAR 532 Patient-Centered Phar-
macy Practice and Management I, PHAR 514 and
PHAR 524 Human Biology I and II, PHAR 516
Pharmacy Practice and Education, PHPC 510 and
PHPC 520 Introduction to Professional Practice I
and II, PHAR 522 Context of Health Care, and
PHAR 523 Ethics in Pharmacy Practice.

PHAR 546— Pharmacology II (3)

A systematic consideration of the molecular, cellular,
and organismic mechanisms of drug action, organ-
ized by major drug classes. This course of study pro-
vides knowledge of the mechanisms of drug action
underlying their use in the treatment of specific and
general disease processes.

PHAR 552 — Principles of Human Nutrition (i)

This required course builds on materials in earlier
coursework including Fundamentals, Basic Science,
and Pharmaceutical Science. The course focuses on
the preparation of pharmacists to deliver pharmaceu-
tical care services related to patients' nutritional
needs. The course prepares the student to under-
stand principles of nutrition in relation to contempo-
rary public health issues and to treatment of diseases
and physiologic processes. The materials taught in
this course are applied and further developed in sub-
sequent modules in the Integrated Science and Ther-
apeutics course sequence and in Longitudinal
Pharmaceutical Care II.

PHAR 553— Population-Based
Medical Information Analysis (2)

This course is designed to enhance a student's skills
in the areas of information collection, retrieval,
analysis, and interpretation. A variety of topics sur-
rounding the aspects of drug information practice
wall be presented, including the role of informational
services in health care. Students will enhance both
their written and verbal communication skills as
they not only are asked to retrieve pertinent clinical
information, but also then to interpret, document,
and integrate this information into the development
of clinical practice guidelines and subsequent out-
come measures.

PHAR 554 — Integrated Science
and Therapeutics I (4)
PHAR 555 — Integrated Science
and Therapeutics II (4)
PHAR 564 — Integrated Science
and Therapeutics III (4)
PHAR 565 — Integrated Science
and Therapeutics IV (4)

Basic and clinical science faculty interact with stu-
dents during a variety of didactic and laboratory
experiences as students learn to design, implement,
and monitor pharmaceutical care plans for specific
patients with specific diseases. Methods for the
choice of drug product, definitions of the specific
goals of therapy, including the means to assess
whether these goals are being achieved, and active
intervention steps at the patient, prescriber, health
care system, and population levels to ensure success-
ful outcomes of drug therapy are developed. The
courses are organized according to the major physio-
logical systems of the human body, and the disease
states commonly associated with them and encoun-
tered and observed by the pharmacy practitioner in a
variety of community and institutional practice set-
tings. A goal of these courses is to prepare students
to be able to better integrate new scientific knowl-
edge into the successful pharmaceutical care of
patients with the goal of reducing the health care
costs to patients and society. The knowledge and
behaviors acquired during these courses prepare the
student for the community and institutional pharma-
ceutical care rotations of the experiential learning
program of the curriculum.

PHAR 580— Pharmacy Law (2)

An examination of the legal and regulatory issues
pertaining to drugs and devices and the practice of
pharmacy. Students learn the various laws and regu-
lations which would govern their usual daily activities
in a variety of pracfice sites. This course seeks to pre-
pare students for the Maryland State Board law exam.

PHAR 581 — Senior Colloquium (i)

Students deliver oral presentations to share some
aspect of their educational experience, practice aspi-
rations, or career goals with their student peers and
the faculty. This forum fosters a critical examination
of each student's formal education in the context of
the practice of pharmaceutical care.

74 I SCHOOL OF PHARMACY

EXPERIENTIAL LEARNING
REQUIRED COURSES

PHPC 510— Introduction to
Professional Practice I (i)
PHPC 520 — Introduction to
Professional Practice II (1)

These courses introduce students to the professional
practice of pharmacy through practice laboratory exer-
cises, a focus workshop, and experiential learning
assignments. Career options are explored in traditional
community and institutional practices and a differenti-
ated practice site. These courses also facilitate the initial
integration of information and skills learned at the
School with pharmacy practice at experiential learning
sites, and set the expectations for professionalism
throughout experiential learning courses. (Register for
PHPC 520 spring semester first year)

PHPC 5}2— Longitudinal Care I (i)

This is the first of two courses, where students
deliver pharmaceutical care to patients over time. In
this course, students have the opportunit)' to interact
with individuals, collect a pharmaceutical care data-
base, develop a problem list and make appropriate
non-pharmacological recommendations. Students
vWll develop a pharmacist-individual relationship as
the first step in the delivery of pharmaceutical care.
In addition to appreciating the humanistic aspects
involved in providing care to individuals, students
will acquire basic skills necessary to deliver pharma-
ceutical care. This course provides opportunity for
students to integrate and apply knowledge previously
acquired in PHAR 516 Pharmacy Practice and Edu-
cation, PHAR 522 Context of Health Care, and
PHAR 523 Ethics in Pharmacy Practice. This course
is completed from September to May of the second
year. (Register spring semester, second year)

PHPC 562— Longitudinal Care II (i)

Longitudinal Care II is completed from September
to May during the third professional year, concurrent
with the Integrated Science and Therapeutics (I SAT)
sequence. Students learn how to identify and assess
pharmaceutical care problems and to develop and
implement pharmaceutical care plans in collabora-
tion with their preceptors and other health care pro-
fessionals. Skills already developed in Longitudinal
Care I are reinforced and further refined in Longitu-
dinal Care II. Concepts and knowledge acquired in
the third year Integrated Sciences and Therapeutics
course are applied and reinforced. When applicable.

students practice previously learned basic physical
assessment skills as part of their data collection.
(Register spring semester, third year)

PHPC 570— Safe Medication

Order Processing in Community Pharmacy (})

PHPC 571— Safe Medication

Order Processing in Institutional Pharmacy (3)

PHPC 570 Community and PHPC 571 Institutional
are professional practice experiences which target
the inter- related elements of safe medication order
processing, drug distribution, patient interaction,
supervision of pharmacy technicians, use of technol-
ogy, and practice administration/personnel manage-
ment. In both the community and institutional
setting, under the supervision of clinical faculty, stu-
dents will be challenged to develop skill, compe-
tence, and efficiency in processing medication orders
for distribution to and safe use by patients. This
course can be completed the summer after the sec-
ond year, the winter of the third year, or the summer
after the third year If taken during the summer after
the second year or summer after the third year, regis-
ter for appropriate fall semester. If taken during the
winter of the third year, register for spring semester.

PHPC 572 — Community Pharmaceutical Care (3)
PHPC 573 — Institutional Pharmaceutical Care (3)
PHPC 574 — General Pharmaceutical Care (3)

Training in this series of professional practice rota-
tions is designed for the student to obtain extensive
experience in the delivery of pharmaceutical care in a
variety of clinical settings. The student will gain skill
through daily one-to-one interactions with patients,
caregivers, and other health care providers. Each
student is required to complete four full-time, four-
week pharmaceutical care rotations (total 544 hours).
Of these four rotations, at least one must be in an
acute care hospital setting and one in a community
pharmacy setting. Although each site will differ in
terms of the patient population, disease acuity, scope
of practice, resources, and availability of patient-spe-
cific data, the student will take responsibility for
drug therapy outcomes. The student will: i) collect
and record patient-specific data, 2) identify, list, and
assess drug-related problems, 3) develop and record
pharmaceutical care plans, 4) educate patients and
health care professionals regarding the appropriate
use of drugs, and 5) measure and document patient
outcomes. (Students may take these courses after
successfully completing the third year Register fall
and spring semesters, fourth year.)

2005-2007 CATALOG | 75

PHPC 576— Ambulatory Clinic (i)
PHPC 576 training is a professional practice rotation
intended to expose the student to the dehvery of
pharmaceutical care in an ambulatory clinic setting.
The student will gain skills through one-on-one
interactions with patients, caregivers, and other
health care providers. During this course, students
will complete a minimum of 48 hours' experience
via clinics scheduled half a day per week for 12 ses-
sions. Whenever possible, all 12 clinic days will take
place at the same site and with the same preceptor
Through this experience, students will be expected to
solidify the knowledge, skills, and attitudes necessary
to provide pharmaceutical care in an ambulatory care
setting. Prerequisites: PHPC 570 Safe Medication
Order Processing in Community Pharmacy and
PHPC 571 Safe Medication Order Processing in
Institutional Pharmacy and successful completion of
the Integrated Science and Therapeutics course
series. (Register spring semester, fourth year)

PHPC 577 — Informational Services (2)

This course must be taken concurrently with the
Pharmaceutical Care rotations. The goal of the Infor-
mational Services Experiential Unit is to construct an
experience in providing drug information within the
context of the delivery of pharmaceutical care in
institutional, ambulatory, and specialty services. At
the completion of this course, fourth-year students
will be able to utilize their drug information skills in
the establishment of accurate pharmaceutical care
plans, in the performance of drug use evaluations,
and in the selection process of formulary manage-
ment. Students should be able to provide valuable
drug information as part of their delivery of pharma-
ceutical care. Students will address drug information
issues that occur during these experiences and will
learn how to conduct timely and accurate literature
searches, and evaluate sources of drug information.
Prerequisite: Successful completion of PHAR 553
Population- Based Medical Information Analysis.
(Register spring semester, fourth year)

DIDACTIC ELECTIVE COURSES

The elective didactic (PHMY) courses currently
offered by the School of Pharmacy are described
below. In general, higher course numbers indicate
courses with important prerequisite requirements,
and are designed for later years of the curriculum.
Prerequisites for most electives include consent of
the instructor and the student's advisor Some elec-

tives are offered in either the fall or spring semes-
ters, and some are offered both semesters. Refer to
the class schedule when making course selections.

PHMY 501 — Oncology Pharmacotherapy (2)

This course allows students to engage in advanced dis-
cussions of oncology therapeutic topics and increase
their knowledge about the etiology, clinical presenta-
tion, and management of various solid and hemato-
logical malignancies. Students will become more
effective in identifying, preventing, and managing the
complications related to cancer and cancer therapy.
Course content expands and builds upon oncology
topics covered in I SAT and includes additional topics
such as pediatric solid tumors, bone marrow trans-
plantation, and oncologic emergencies. Therapeutic
topics will be reinforced with the discussion of actual
patient cases. Students will participate in journal dubs
and mock patient counseling sessions.

PHMY 502— Medication Safety in Health Care (2)

This course is designed to provide students in the
health care professions (medicine, nursing, and
pharmacy) with a basic introduction to medication
safety. The course will introduce the student to
important issues and current concepts in medication
safety. Medical error will be distinguished from
unintended drug effects such as adverse events and
side effects. The student will also learn key strategies
related to identifying, reporting, managing, and pre-
venting medication errors, as well as current legisla-
tive and professional issues.

PHMY 503— "I Can Cope":

Pharmacy Educators in Pain Management (i)

This course prepares pharmacy students to serve as
facilitators in the "I Can Cope" series developed by
the American Cancer Society. Specifically, students
will be taught how to facilitate a session on the mod-
ule titled "Relieving Cancer Pain." Pharmacy facilita-
tors will lead a class concentrating on the health
challenges to wellness and quality of life imposed by
cancer pain. An overview of pain, medical treatments
to control pain, and nonmedical strategies are pre-
sented to help empower participants and assist them
to begin building a repertoire of self-care techniques.

PHMY 504 — Issues In Health-System Pharmacy (i)

This course will familiarize students with issues
faced by health-system pharmacy. The student will
learn the background and substance of the issues and
approaches used in dealing with them. Areas covered
will include medication use safety, automation/drug

76 I SCHOOL OF PHARMACY

distribution, financial issues/outsourcing,
communications, organization of corporate entities,
leadership/management, and quality of services. Pre-
requisites: Phase I Experiential Learning Rotations.

PHMY 510— Advanced
Educational Opportunities (i)

This elective program provides students interested in
graduate school or research careers with knowledge
and information about various advanced educational
opportunities in the curriculum. Aspects of careers
which require advanced study are described by pro-
fessionals in those career areas and by students cur-
rentiy enrolled in them. The course offers diverse
perspectives on goals, training, functions, settings,
and opportunities in research in pharmaceutical sci-
ences and pharmacy practice.

PHMY 511 — Diabetes Disease State Management (i)

This course will review the pathophysiologic changes
associated with diabetes mellitus (Types I and II,
impaired glucose tolerance, and gestational dia-
betes), nonpharmacologic management (nutrition
and exercise), pharmacologic management, compli-
cations of diabetes mellitus, principles of education
(children, adolescents, adults, and geriatrics), contin-
uous care (skin and foot care, OTC product selec-
tion), blood and urine monitoring, special
population considerations (children, adolescents,
geriatrics, visually impaired patients), psychosocial
aspects of diabetes (dealing with diagnosis, develop-
ing support strategies, and adherence to regimens),
and how to set up a diabetes-focused practice.
Prerequisite: Fourth-year status.

PHMY 512— Case Based

Management of Infectious Diseases I (i)

PHMY 513— Case Based

Management of Infectious Diseases II (2)

These courses provide third- (PHMY 512) and fourth-
year (PHMY 513) students and students in the Non-
traditional Pathway with an opportunity to critically
examine the clinical decisions made in the manage-
ment of patients with infectious diseases. During the
first course, students will review the therapeutic deci-
sions made in the care of a patient encountered dur-
ing an experiential course and review the literature
relevant to those decisions. During the second
course, students will present a case discussion,
including a thorough review of the standard of care
and the literature support for the decisions made.
Prerequisites: Third-year status or PHNT 545 and
546 Therapeutics I and II.

PHMY 514 — Teaching Preparation and Skills (i)

The course is a basic introduction to instructional
activities in general and teaching at the University
of Maryland School of Pharmacy in particular The
first two days consist of a series of presentations on
teaching-related topics. The instructors will develop
a short interactive lecture on diabetes management
to demonstrate each aspect of the teaching and
presentation development process. There will be
frequent in-class activities requiring student interac-
tion. During these, students will begin to develop
their own topic for presentation on the last day of
class. Teaching Preparation and Skills is an unusual
modular course originally developed for nontradi-
tional PharmD students. It was intended to improve
their ability to make in-class presentations. However,
since the ability to create and deliver a lecture or
seminar is fundamental to many students and faculty
members within the School, it is now fi-equently
attended by graduate students and new faculty mem-
bers. In addition to teaching participants how to make
presentations in general, it focuses on using presenta-
tion technology available in the School of Pharmacy.

PHMY 516 — Geriatric Imperative (2)

The Geriatric Imperative minimester is a five-day
interdisciplinary course open to all University of
Maryland students during the first week in January.
The course presents a wide range of information on
the health and well-being of older adults through
clinical, research, and policy presentations. Course
content will be conveyed through lectures, panel
discussions, team and case presentations, role play
videotapes, and site visits. Students will be required
to write an in-depth paper on a subject pertaining
to geriatrics/gerontology within two months of
completing the didactic portion of the course.

PHMY 517 — Geriatric Pharmacotherapy (2)

This course provides advanced discussion of the
geriatric diseases and different presentations of
disease and responses to therapy. A case-based
approach expands on previous geriatric coursework
and allows students to apply material to different
patient-care settings. Journal club and drug informa-
tion questions are utilized to illustrate concepts.
Prerequisite: Third-year status.

2005-2007 CATALOG | 77

PHMY 518— Drug Abuse Education (1-3)

Practice and training in the dissemination of drug
information, especially drug abuse information to
the public, are linked to the activities of the Student
Committee on Drug Abuse Education (SCODAE).
Students complete a lo-hour training session,
observe community education programs presented
by SCODAE, present several programs, and prepare
a written report on a timely topic in the area of
chemical dependence.

PHMY 519— Controlled Drug Delivery (i)

This course aims at optimizing drug therapy by
delivering bioactive agents at specific sites or at
specific rates to patients.

PHMY 520 — Organizational Behavior (3)

This course covers the effects of human behavior on
organizational eflfectiveness. Attention is given to qual-
ity, teamwork, attitude toward work, satisfaction and
commitment, building and exercising organizational
power, the role of leadership, sustaining motivation,
participatory decision-making, and the process for
change, development, and continuous improvement.

PHMY 522 — Business Plan Development (2)

An elective course for students interested in owner-
ship or management of their own pharmacy prac-
tice, emphasizing the practical problems associated
with establishing a new business or expanding an
existing enterprise. Location and market analysis,
target marketing, revenue and expense projections,
and estimation of capital requirements are among
the topics covered.

PHMY 524— Marketing (3)

Marketing introduces methodologies for identifying
changes in the organization's marketplace and adapt-
ing to them. The course uses the market-orientation
concept, emphasizing customer needs, total integra-
tion of the firm, and the profit potential to examine the
marketing process, and in doing so, will use pharmacy-
based examples. Prerequisite: PHAR 544 Patient-Cen-
tered Pharmacy Practice and Management II.

PHMY 525 — Comprehensive Pediatric Care (2)

Comprehensive pediatric care is a 2-credit course
offered in the spring semester for third- and fourth-
year students in the entry-level Doctor of Pharmacy
program. This elective course is designed to prepare
students to optimize medicine use in pediatric
patients in the ambulatory or institutional setting.
The course will cover cognitive and physiological
development, psychosocial factors affecting medicine

use, pharmacist role, regulatory issues, and pediatric
pharmacotherapy for various disease states.

PHMY 526— High Impact Presentations (2)

This elective course is designed to prepare students
to be well-prepared and competent presenters and to
clearly and succinctly convey their information
through oral and visual presentations. Students will
be required to describe the process used to prepare
an effective presentation, select and develop the
appropriate audio visual aids to enhance a presenta-
tion, assess the quality of a presentation and the
quality of the skills used by the presenter, and plan
and deliver a presentation that meets the needs of a
specific audience, using appropriate audio-visual
enhancements, and techniques to maximize learning
and retention of educational content.

PHMY 529— Special Group Studies (1-5)

An omnibus course permitting experimentation
with new or different subject matter and/or
instructional approaches.

PHMY 537— Clinical Aspects
of Drug Dependence (2)

This course familiarizes students with the clinical
aspects of chemical dependence. Special emphasis is
placed on the pharmacology of commonly abused
psychoactive substances and the role of pharmaco-
logical supports in the treatment of addiction.

PHMY 539— Special Projects (1-3)

(Repeatable up to 12 credits) Independent investiga-
tions consisting of library or laboratory research,
seminars, or other assignments appropriate to the
problem investigated.

PHMY 541 — Introduction to the Poison Center (i)

This course provides students the opportunity to
observe and be involved in a clinically oriented phar-
macy practice setting early in their education. Stu-
dents learn about the Poison Center's operation and
resources and the potential for pharmacist participa-
tion in this area of patient care. The course consists
of discussion sessions, activities in the Maryland Poi-
son Center, role playing, and laboratory sessions
focusing on toxicology resources and communica-
tion skills. Students present cases on a home-man-
aged and a hospital-managed overdose.

78 I SCHOOL OF PHARMACY

PHMY 545 — Educational Theory and Practice (2)

To achieve optimal health outcomes, pharmacists
must educate patients and health care professionals
regarding the appropriate use of drugs. However,
few pharmacists have had formal training in instruc-
tional design or methods. This course will consist of
small group discussion sessions, journaling, and a
self-directed learning project. Readings will be
assigned prior to each small group discussion ses-
sion and will focus on educational learning theory,
instruction design, and instruction methods. Discus-
sions will be highly interactive, and there will be no
formal lecturing. Each discussion session will be two
hours in duration. Participants will keep a "learning
journal" wdth their personal reflections following
each discussion session. The self-directed learning
project must culminate in a learning event of at least
one hour in duration. Prerequisites: Completion of
PHPC 532 Longitudinal Pharmaceutical Care I and
permission of the coursemaster.

PHMY 548— Women's Health (3)

Using a case-based and highly interactive instruc-
tional techniques, students will explore a broad range
of health issues that women face throughout the life
cycle as well as further develop their skills to evaluate
patient-specific data, make appropriate therapeutic
decisions, and design drug therapy monitoring plans.
Specific issues/disorders to be discussed will include
contraception, infertility, vaginal disorders, menstrual
disorders, gestafional diabetes, eclampsia,
menopause, and osteoporosis. Prerequisites: Comple-
tion of PHAR 554 and PHAR 555 ISAT I and II.

PHMY 551 — Recent Advances in Pharmacology (i)

The objective of this course is to present advances in
pharmacology and toxicology. Sessions emphasize
experimental and clinical findings and their
interpretation and significance in relation to basic
and applied aspects of pharmacology and toxicology.
Attention is also given to experimental design and
methodology of the studies in question.

PHMY 552 — Pharmacology and Aging (i)

This course presents advances in our understanding
of variations in drug response in the aging population.
The course is designed to give students an apprecia-
tion for the basic physiological and biomedical
changes which normally occur with aging and how
these changes relate to altered pharmacodynamic and
pharmacokinetic responses following dnig adminis-

tration. Basic and clinical pharmacologic studies are
used to support the conclusions presented.
PHMY 553 — Consumer Education
Program for Older Adults (2)
This course trains students to educate the elderly
about drugs and drug-taking. Students benefit from
the didactic and applied aspects of the course, since
they must first learn about the special needs of the
elderly and then actually interact with the elderly
both in large groups and one-on-one.

PHMY 556 — Advanced Pharmacology I (2)
PHMY 557 — Advanced Pharmacology II (2)

This course expands and extends the pharmacology
material learned in the required courses PHAR 536
and 546. The course format is the discussion of
assigned topics and review of original papers in a
two-hour, weekly session. These sessions include
graduate students in the pharmaceutical sciences.

PHMY 561 — Advanced Therapeutics Seminar (3)

An advanced course dealing with complex drug ther-
apy decision-making, using case presentations and
current literature. Requires active student participa-
tion in resolution of therapeutic controversies.

PHMY 562— Clinical Pharmacokinetics (2)

The course will extend the student's knowledge of
clinical pharmacokinetics, develop the student's skills
in providing pharmacokinetic drug monitoring
during PharmD rotations, and prepare students for
post-graduate work in clinical pharmacology research.
Emphasis is placed on the application of these princi-
ples to clinical practice and clinical research.

PHMY 563 — Pharmacotherapeutic
Issues in the Critically III Patient (2)

This course is an elective seminar for students inter-
ested in critical care pharmacotherapy. Topics include
a broad scope of disease states and drug issues fre-
quentiy encountered in an ICU setting. Presentations
will identify the pharmacologic aims and controver-
sies in the management of a particular topic, while
simultaneously underscoring the complexities of
drug therapy in the critically ill patient, which may
lead to untoward reactions or suboptimal care.

PHMY 574 — Pharmacotherapeutics I (2)
PHMY 575 — Pharmacotherapeutics II (2)

Pharmacotherapeutics is a course in advanced thera-
peutic decision-making which parallels the therapeu-
tic topics offered in the Integrated Science and
Therapeutics modules during the third year of the
curriculum. The course requires students to formu-

2005-2007 CATALOG | 79

late therapeutic decisions based upon case materials
and emphasize the process of decision-making in
the presence of multiple patient and agent variables.
As the number of cumulative therapeutic topics
increases, the complexity of the decision-making
increases. Students are expected to incorporate data
from the primary literature as part of the therapeutic
decision-making process.

PHMY 576 — Advanced Topics in Pharmaceutics (2)

This course will allow students to become familiar
with advanced topics in pharmaceutics. Different
topics will be presented in the form of lectures,
group discussions of original papers, and laborato-
ries, and will include bile acid sequestrants, drug dis-
solution, production methods for inhalation
aerosols, metered-dose inhaler formulation, tablet
compaction, pellet drug delivery, critical formulation
and manufacturing variables, oral drug absorption,
and novel chemical approaches for targeted drug
delivery. Prerequisites: PHAR 535 Pharmaceutics or
concurrently enrolled in Pharmaceutics or consent
of coursemaster.

PHMY 577 — Pharmacoeconomics (})

This course is designed to familiarize students with
the economic structure, conduct, and performance
of the pharmaceutical industry. The course includes
such topics as prices and profit in the industry, pro-
ductivity, costs, economies of scale, innovation, eco-
nomic effects of regulation, and cost benefit and cost
effectiveness analysis of pharmaceuticals. Prerequi-
site: One undergraduate course in economics or per-
mission of instructor.

PHMY 581— Research Pathway Seminar (i)

The objective of this course is to provide an overview
of pharmaceutical and other health- and life-science-
oriented research by attending research seminars and
parficipating in the discussion of those seminars.

PHMY 58}— Management of
Health Care Systems (3)

This course will familiarize students with the differ-
ent practice settings in integrated health systems
ranging from community pharmacies to managed
care organizations and hospitals. Areas that will be
covered include pharmacy benefits management,
disease state management, information manage-
ment, models of integrated health systems, manage-
ment of the therapeutic process, negofiating and
networking, and the response of pharmacy practice
settings to the changes in these systems. Prerequi-

sites: PHAR 523 Ethics in Pharmacy Practice, PHAR
544 Parient-Centered Pharmacy Practice and Man-
agement II, PHPC 570 Safe Medication Order Pro-
cessing in Community Pharmacy Rotation, and
PHPC 571 Safe Medicafion Order Processing in
Institutional Pharmacy Rotation.

PHMY 584— Patient Counseling (2)

Students will learn key inform.arion about the Top 200
prescribed drugs in the United States. The content
will focus on information that needs to be communi-
cated to pafients concerning their therapy. This mate-
rial will reinforce what students have learned in other
courses. In addition, students will become familiar
wdth new product-specific material that has not been
addressed in the curriculum. Periodic quizzes will
assess student knowledge. The Pharmacy Practice
Laboratory will also be used to videotape students as
they counsel simulated patients.

PHMY 585— Perspectives of Mental Health (2)

This course provides students with an understanding
of the mental health system, discusses controversies
that may face the practicing pharmacist, familiarizes
students with tools and techniques for studying psy-
chopharmacologic agents, and helps to define phar-
macists' roles in providing mental health care.

PHMY 586— Journal Club I (2)

This elective course is abilities-based, structured in a
journal club format, and parallels second-year
courses. The elective provides a forum in which stu-
dents can practice and enhance oral and written
communication skills, literature retrieval, and evalu-
ation activities, while learning new information relat-
ing to ongoing required coursework. Students select
articles from the primary, basic, or clinical research
literature and lead discussions of the articles. The
discussions include study design, informational con-
tent, and how the articles relate to and enhance the
topics of courses the students are concurrently tak-
ing or have taken. Prerequisite: Second-year status.
(Course offered spring and fall semesters.)

PHMY 586— Journal Club II (2)

This elective course is abilities-based, structured in a
journal club format, and parallels third-year courses.
The elective provides a forum in which students can
practice and enhance oral and written communica-
tion skills, literature retrieval, and evaluation activi-
ties, while learning new information relating to
ongoing required coursework. Students select arti-
cles from the primary, basic, or clinical research liter-

I SCHOOL OF PHARMACY

ature and lead discussions of the articles. The discus-
sions include study design, informational content,
and how the articles relate to and enhance the topics
of courses the students are concurrently taking or
have taken. Prerequisite; Third-year status or fourth-
year status with permission of the coursemaster.
(Course offered spring and fall semesters.)

PHMY 587— Mammalian
Anatomy and Histology (2)

This advanced-level elective course provides students
a structured opportunity for a major dissection of
two mammalian species. Students observe the loca-
tion and structure of all organs of the body and their
relation to each other Working in teams at their own
pace, students systematically dissect an adult, pre-
served cat, and a pregnant rat. Students also perform
a directed study of prepared, selected histology slides
of many tissues and organs. Prerequisite: PHAR 524
Human Biology II and/or consent of coursemaster.
(Course offered spring and fall semesters. Students
cannot take both PHMY 587 and PHMY 590.)

PHMY 590— Fetal Pig Dissection (i)

This elective course provides students the opportu-
nity to dissect a mammalian species. Students
observe the location and structure of all organs of the
body and their relation to each other. Working in
teams at their own pace, students systematically dis-
sect a near-term fetal pig. Prerequisite: PHAR 514
Human Biology I and/or consent of coursemaster.
Students cannot take both PHMY 587 and PHMY
590. (Course offered spring and fall semesters.)

PHMY 591— Principles and
Practice of Modern Compounding (2)

Using a combination of lectures, problem-solving
workshops, and skill-building laboratories, this
course teaches the appropriate extemporaneous com-
pounding of drug preparations in pharmacies. Pre-
requisite: PHAR 535 Pharmaceutics.

PHMY 592 — Clinical Toxicology (2)

The clinical toxicology course will provide students
with an overview of the clinical manifestations,
assessment and treatment of poisonings with com-
mon drug, chemical, and biological agents. The for-
mat includes lectures by faculty members, case
discussions led by students and a laboratory experi-
ence. Course evaluation includes the discussion ses-
sions, the antidote laboratory and open book midterm
and final exams. Prerequisite: Third-year status. Note:
This course is highly recommended as preparation
for PHEX 552 Poison Information Rotation.

PHMY 593— Care of the Terminally 111 (2)

This course prepares students to interact with termi-
nally ill patients through increased understanding of
the social and psychological aspects of death and
dying as well as the palliative pharmacotherapeutic
management of these patients. Prerequisite: Third-
year status.

PHMY 595 — Complementary
and Alternative Medicine (2)

This course explores the principles behind the botan-
ical information and folklore uses of herbal remedies
and provides an overview of alternative medicine as
it is currently emerging. Alternative medicine thera-
pies are also discussed: their rationale, safety, valid-
ity, and ciurent therapeutic use.

PHMY 596 — Nonprescription Medicine (3)

This course is designed to thoroughly familiarize the
student with OTC medications. Emphasis will be
placed on the pharmacology of these drugs, potential
disease states in which the drugs will be used, self-
administration techniques, consideration in select-
ing a product, triage issues, and patient counseling.
Prerequisite: Third-year status.

PHMY 597— Bereavement (i)

This course addresses the skills and knowledge
needed to serve bereaved individuals: the theory of
attachment, loss, and grief as well as how to effec-
tively interact with the bereaved.

PHMY 598 — Effective Leadership and Advocacy (2)

This 2-credit elective is offered to provide leadership
and political advocacy development for students,
including the officers of student organizations. Stu-
dents are expected to be active participants in at least
one of the School's student organizations. Students
will examine leadership as they explore current
health care issues and gain direct experience in the
political process and community action.

EXPERIENTIAL LEARNING
ELECTIVE COURSES

The experiential learning elective (PHEX) courses at
the School of Pharmacy are described below. In gen-
eral, experiential electives can be taken for either i, 2
or 3 semester hours of credit. Some experiential elec-
tives may require prerequisites. See www.pharmacy.
umaryland.edu/dp/ for more information.

2005-2007 CATALOG |

PHEX 509 — Practice Experience (i, 2, 3)

PHEX 540 — Contemporary Pharmacy Practice (2, 3)

PHEX 541 — Blood and Marrow Transplantation (2, 3)

PHEX 543 — Developmental Disabilities,
Psychiatric Aspects of (2, 3)

PHEX 544 — Hematologic Malignancies (2, 3)

PHEX 545 — Compounding (2, 3)

PHEX 551 — Drug Information (2, 3)

PHEX 552 — Poison Information (2, 3)

PHEX 559 — Research Experience (i, 2, 3)

PHEX 560— Adult Internal Medicine (2, 3)

PHEX 561 — Ambulatory Care Clinic (2, 3)

PHEX 562 — Clinical Pharmacokinetics (2, 3)

PHEX 563 — Administration/Organizational
Management {2, 3)

PHEX 564— Cardiology (2, 3)

PHEX 565— Critical Care (2, 3)

PHEX 570 — Food and Drug Administration (2, 3)

PHEX 572 — Geriatric Pharmacotherapy (2, 3)

PHEX 574 — Infectious Disease (2, 3)

PHEX 575— HIV/AIDS (2, 3)

PHEX 576— Medical Oncology (2, 3)

PHEX 578 — Transplantation Phramacotherapy (2, 3)

PHEX 579 — Investigational Drugs (2, 3)

PHEX 581— Research Oncology
Pharmacokinetics (2, 3)

PHEX 582— Pediatrics (2. 3)

PHEX 583— Radiopharmacy/
Nuclear Pharmacy (2, 3)

PHEX 584— Clinical Aspects of
Chemical Dependence (2, 3)

PHEX 587— Psychiatry (2, 3)

PHEX 588 — Pharmacy Benefits Management (2, 3)

PHEX 589— Special Topics (i, 2, 3)

PHEX 589— SPEC/Women's Health (2, 3)

PHEX 590 — Advanced Community
Pharmaceutical Care (2, 3)

PHEX 591— Palliative Care (2, 3)

NONTRADITIONAL PHARMD
(NTPD) PATHWAY

The NTPD Pathway requires 30 credits, including 5
credits of electives. Students are required to com-
plete all requirements for graduation by the conclu-
sion of the spring semester 2006. Course numbers
do not reflect prerequisite sequencing of courses.

PHNT 500 — General Principles

of Pharmaceutical Care (3)

(Phased out fall 2002)

PHNT 505 — Prior Leaning Assessment

of Pharmacy Practice (2)

(Phased out spring 2003)

PHNT 511 — Practice Management (4)

(Phased out fall 2003)

PHNT 512— Principles of

Pharmaceutical Sciences (2)

(Phased out spring 2003)

PHNT 521— Longitudinal Care (i)
(Offered through fall 2005)

This longitudinal experiential course focuses on
assessing the health status of a cohort of patients in
the student's own practice and participating in the
management of pharmaceutical care needs of these
patients during health transitions. It is expected that
students commit a minimum of approximately 45
hours (e.g., an average of about three hours per week
over a semester) to experiential activities in this
course at their own practice site. Students are
expected to apply skills from this course in subse-
quent pharmaceutical care experiential coursework.

PHNT 531 — Practice Management Planning (2)
(Phased out spring 2004)
PHNT 532 — Patient Assessment Skills (i)
(Phased out summer 2004)

PHNT 534 — Clinic or Institutional Assignment (i)
(Final offering spring 2006)

Activities in this spring course include supervised
development of pharmaceutical care plans, triage
decision-making, discharge/transition planning, and
patient counseling. Students are assigned to a total
of 15 three-hour, faculty-supervised pharmaceutical
care sessions outside their own practice setting.

82 I SCHOOL OF PHARMACY

PHNT 536 — Drug Information Experience (i)
(Offered through spring 2006)

Pharmacists will acquire and apply drug information
skills in their own practice. Students will develop their
own drug information library, access appropriate drug
information databases, and utilize appropriate phar-
maceutical and medical hterature to prepare drug
information reports. Assignments are made based
upon the needs of the patients in the student's practice
and the organizational needs of the practice site.

PHNT 545— Therapeutics I (3)

(Phased out fall 2004)

PHNT 546— Therapeutics II (3)

(Phased out spring 2005)

PHNT 547 — Medical Information Analysis (i)

(Phased out spring 2003)

PHNT 570 — Pharmaceutical Care Experience (3)
(Final offering spring 2006)

This course is designed to help practicing pharma-
cists build the skills needed to deliver pharmaceuti-
cal care services to patients. Students develop and
implement triage or discharge plans and pharmaceu-
tical care plans for a cohort of patients (in addition to
the patients accumulated during the longitudinal
care experience) in their own practice. Patients
selected for plan development and implementation
must have at least two pharmaceutical care prob-
lems. Students communicate these plans to other
health care professionals, monitor the response of
patients to these plans, make any necessary
modifications, and assess patients' health outcomes.
Students are expected to commit a minimum of 180
hours (an average of about 12 hours per week over
the semester) to activities related to this course. Dur-
ing this course, students will be accountable for
application of pharmacotherapy topics acquired
through the didactic pharmacotherapeutics courses.
Students completing this course will demonstrate
the Nontraditional PharmD Pathway's terminal per-
formance objectives related to the implementation of
pharmaceutical care services in their practice site.

PHD/PHARMACEUTICAL
HEALTH SERVICES RESEARCH

REQUIRED COURSES

PHSR 610— Pharmacy, Drugs,
and the Health Care System (3)

This course examines the principle components of
the U.S. health care system, with special emphasis
on their relationship to the provision of drugs and
pharmacy services.

PHSR 620— Introduction to
Health Behavior Theory (3)

This course covers medical sociology, psychology,
social psychology, and interpersonal communication
theories and research as they address medicine use
and health-related behaviors involving patients, phar-
macists, physicians, nurses, and other health care
professionals. Students are acquainted with select
health behavior theories and learn about research
issues specific to the field of behavioral science.

PHSR 650 — Pharmaceutical Economics (3)

This course is designed to familiarize the student
with the economic structure, conduct, and perform-
ance of the pharmaceutical industry. The course
includes such topics as prices and profits in the
industry, productivity, cost, economies of scale, inno-
vation, economic effects of regulation, cost benefit
and cost effectiveness of pharmaceuticals, and effi-
ciency of drug delivery systems. Prerequisite: One
undergraduate economics course or permission of
the instructor.

PHSR 701— Research Methods I (3)

This course is designed to introduce the student to
the concepts of scientific research in pharmacy prac-
tice and administrative science. Topics to be dis-
cussed include the scientific method and
problem-solving processes, social science measure-
ment, and several specific methods of research.
Co-requisite: Introduction to Biostatistics.

PHSR 702— Research Methods II (3)

This course is the capstone methodology seminar for
Pharmaceutical Health Services Research (PHSR)
doctoral students. It is designed to give you the
research tools to design studies of the impact of
pharmaceutical (or other) interventions or policies in
actual practice settings. Unlike clinical trials where
subjects are randomized to treatment or placebo
arms, health services researchers typically are forced

i

2005-2007 CATALOG 83

to use non-experimental designs with secondary
data. The course will take you through the pitfalls in
such designs and show you how to deal with them.
Prerequisite: PHSR 701 Research Methods I or simi-
lar graduate-level introductory social science
research methods course PLUS Introduction to Bio-
statistics (multivariate regression) or permission of
the instructor.

PHSR 704 — Pharmacoepidemiology (3)

An introduction to the field of pharmacoepidemiol-
ogy, which uses quantitative research methods to
examine questions of benefit or risk in regard to the
use of marketed medications. The course is intended
to offer useful techniques to medical and health
researchers who wish to assess the utilization, effec-
tiveness, and safety of marketed drug therapies. Pre-
requisites: Introduction to Biostatistics and
Introduction to Epidemiology.

PHSR 709 — Graduate Seminar (i)

This course is a weekly seminar involving graduate stu-
dents, department faculty, and participants outside the
department. Must be repeated for a total of 3 credits.

PREV 600 — Principles of Epidemiology (3)

A comprehensive treatment of the concepts and
methods of chronic disease epidemiology. Topics
include the classification of statistical associadons
and the methods for distinguishing between causal
and non-causal associations. Casecontrol, cohort,
and experimental studies are considered in some
detail. The course involves the presentation by stu-
dents of epidemiological papers, including those
Unking lung cancer to cigarette smoking. Co-requi-
site/Prerequisite: PREV 620 Principles of Biostatis-
tics or an Introduction to Biostafistics equivalent.

PREV 619— Computer-Aided
Analysis of Research Data (2)

Provides the student with comprehensive experience
in the application of epidemiological and biostatisti-
cal methods available in the Statistical Analysis Sys-
tem (SAS). Hands-on experience in weekly
workshops is gained by conducting analyses of exist-
ing data designed to answer a research question. A
third credit can be earned through a term project.
Co-requisite/Prerequisite: PREV 620 Principles of
Biostatistics, previously or concurrentiy, and consent
of instructor.

PREV 620— Principles of Biostatistics (3)

This course is designed to develop an understanding
of statistical principles and methods as applied to
human health and disease. Topics include research
design; descriptive statistics; probability; distribution
models; binomial, Poisson and normal distributions;
sampling theory; and statistical inference. Prerequi-
site: Knowledge of college algebra required. Calculus
recommended.

PHSR 899— Dissertation

ELECTIVE COURSES

PHSR 670 — Principles of Health Education,
Health Promotion and Disease Prevention (3)

Health education is a scientific process designed to
achieve voluntary behavioral change in an identified
or target population to improve their health status.
Health promotion utilizes health education, social
marketing and other strategies to promote health and
prevent disease. The PRECEDE/PROCEED Model is
an analytical instrument used to explore health issues
and identify and assess the associated behavioral and
non-behavioral factors in order to design interven-
tions with improved predictive validity. This course
addresses health education at the level of the individ-
ual, the family, and the community at large. Because
the relationship between practitioner and patient is
often a major determinant of outcome, health promo-
tion in the clinical setting is given emphasis.

PHSR 708— Special Problems (1-6)

This course involves students working with faculty
members in numerous research projects or on a
problem. Can be used to finish a cognate area with
prior approval by curriculum committee. It can be
undertaken for credit when initiated under the super-
vision of the student's research mentor or another
faculty member. The student must register for PHSR
708. If the student opts to take that course, he or she
should provide a one-page document which details
the objective of the research and the deliverable
expected from the project before the semester com-
mences. This can be taken for a maximum of 6 cred-
its per semester. Non-Dissertation Research Special
Problems - used for all Cognate Areas.

84 I SCHOOL OF PHARMACY

PHSR 722 — Product Safety
and FDA Regulation (2-3)

The purpose of this course is to engage students in
the techniques of pharmacoepidemiology through
case studies and by working through an actual drug
safety investigation. Drug safety will be addressed in
the context of science and the law through readings,
debates, and discussions with invited guests. Using
the FDA's Adverse Event Reporting System database
and the medical literature, students will work up the
epidemiological characteristics of a drug safety sig-
nal. Based on the characteristics of the signal, the
team will design a pharmacoepidemiological study to
further evaluate the safety signal. Prerequisites:
PREV 600 Principles of Epidemiology, PREV 620
Principles of Biostatistics, and PHSR 704 Pharma-
coepidemiology or permission of instructor.

PREV 720— Statistical Methods (4)

Course provides instruction on the specific statistical
techniques used in the analysis of epidemiological
data. Topics include treatment of stratified and
matched data, detection of interaction, conditional
and unconditional logistic regression, survival analy-
sis, and proportional hazards models. Prerequisites:
PREV 600 Principles of Epidemiology, PREV 620
Principles of Biostatistics, and consent of instructor.

Food and Drug Law Seminar (}) UMB School of Law

This seminar considers the U.S. Food and Drug
Administration as a case study of an administrative
agency that must combine law and science to regulate
activities affecting public health and safety. The class
is designed both for students who expect to become
involved in food and drug matters and for those who
are interested in the interplay of law and science. Top-
ics to be discussed may include: history of the U.S.
Food and Drug Administration; food law, misbrand-
ing, and economic issues; nutritional policy and
health claims; regulation of carcinogens, food addi-
tives, and color additives; drug regulation; drug
approval process; breakthrough drugs and ethics of
drug testing; medical device regulation; and regula-
tion of biotechnology. Course requirements include a
seminar paper, which may be written for certification.
Students, with the consultation of their Curriculum
Committee, will select courses from UMB and other
University System of Maryland institutions/schools
that will fulfill the students' requirements for their
cognate area as well as any elecfive courses for which
the student decides to register Students may visit the
appropriate university catalog or Web site for com-
plete information regarding these courses.

PHD/PHARMACEUTICAL SCIENCES

PHAR 600— Principles of
Drug Discovery (3 credits) and
PHAR 601— Principles of
Drug Development (3 credits)

Describes the interrelafionship among disciplines of
the pharmaceufical sciences, and establishes the basic
theoretical background essential for identifying mole-
cules that are targeted for the drug design and devel-
opment process. Emphasizes ability development;
content progresses, beginning with basic cell biology,
defining molecular targets, traditional drug design
and optimization of drug structure, conrinuing with
principles of pharmacology, pharmaceutics, biophar-
maceutics, pharmacokinetics, and drug metabolism.
Also covers integrative competency in the final mod-
ule. The courses are taken during the first two semes-
ters and are divided into seven integrated modules.
These modules relate the various disciplines within
the pharmaceutical sciences to the drug discovery,
drug design, and development process.

PHAR 602 — Biopharmaceutics
and Pharmacokinetics (3)

Focuses on drug absorption, distribution, metabo-
lism, and excretion coupled with dosage and the
parameters of clearance, volume of distribution, and
bioavailability. These processes determine the con-
centration of drug at the site of action in the body.
Covers the quantitative relationship between dose
and effect as a framework to interpret measurement
of drug concentrations in biological fluids, and phar-
macokinetic principles using mathematical
processes and descriptive parameters that describe
the time course of drugs in the systemic circulation
and the relationship of drug concentrations to
observed effect.

PHAR 608 — Introduction to Laboratory Research (i)

Students become familiar with research conducted
by departmental faculty members. Rotations through
the laboratory of a faculty member help students in
their selection of a doctoral dissertation project. The
rotation includes library work and an opportunity for
participation in the experimental aspects of research.
Students must complete at least two laboratory rota-
tions. Students meet with the chairs of all Research
Focus Groups before selecting a rotation site.

2005-2007 CATALOG | 85

PHAR 6 1 o— Pharmaceutical
Formulation and Unit Processes (4)

Addresses the rational design and formulation of
dosage forms, and the processes and equipment in
their large-scale manufacture. Consideration is on
how the interplay of formulation and process vari-
ables affects both the manufacturability of the dosage
form and its performance as a drug delivery system.

PHAR 620 — Modem Methods of Drug Delivery (4)

Focuses on the rationale for existing and future drug
delivery systems. Students explore underlying physi-
cal, chemical, and biological basis for each system,
and identify benefits and drawbacks. Examples of
delivery systems include inhalation aerosols, trans-
dermal patches, microspheres, implants, and tablets.
Emphasis is on the biopharmaceutics, and transport
properties and barriers associated with each method
of delivery. The course also stresses written and oral
presentation skills through student presentations
and paper critique sessions.

PHAR 628— Bioanalytical and
Pharmacological Methods (3)
Covers theory and applications of separation and
analysis techniques used for low molecular weight
compounds, such as most drugs, or for larger
biopolymers, such as proteins and nucleic acids.
Also covers the separation of chiral compounds, and
assay requirements and techniques for the sensitive
and accurate measurement of drugs and metabolites
in biological matrices, with emphasis on pharmaco-
kinetics and biopharmaceutical applications.

PHAR 6}8 — Pharmacometrics
and Experimental Design (3)

Covers the theoretical and practical application of
statistics and experimental design to help students
use tools in research problems. The class discusses
and uses computer programs to analyze data repre-
senting actual experimental situations.

PHAR 639 — Molecular Spectroscopy and Imaging (3)

Introduces students to spectrometric techniques for
the elucidation of molecular structure and to the
analysis of pharmaceutically important materials.
The methodologies covered include ultraviolet visi-
ble, infrared, nuclear magnetic resonance, X-ray crys-
tallography, mass spectrometry, and fluorescence
spectroscopy. The class includes discussions of phys-
ical principles, instrumentation involved, exercises
in the interpretation of spectrometric data, and
examples of applications.

PHAR 653 and 654

Advanced Pharmacology I and II (4, 4)

Pharmacodynamics is the study of the biochemical
and physiological effect of drugs on biological
systems. The course covers mechanisms by which
pharmacological agents interact with the living
organism to provide the student with a rational basis
for invesfigations in biomedical research. Topics
include the pharmacodynamics of drugs influencing
the central and peripheral nervous system, and the
endocrine, renal, respiratory, and cardiovascular
systems. Lectures supplement weekly conferences
and discussion groups.

PHAR 702 — Theoretical Aspects
of Solid Dosage Forms (3)

A survey of the performance and processing of solid
dosage forms. As most pharmaceuticals are prepared
from powders, emphasis is on identifying, measur-
ing, and controlling those properties that decide the
processing characteristics of powdered materials.

PHAR 707 — Drug Transport and Metabolism (4)

This course will provide basic knowledge about drug
absorption at different sites in the human body (e.g.
intestine, blood-brain barrier, kidney, liver) and the
physicochemical and pharmaceutical factors, as well
as pathophysiologic conditions, that influence drug
penetration. This course will allow the students to
understand the choice of a particular absorption route
and dosage form. Furthermore, the interplay of drug
metabolism and drug transport will be discussed.

SCHOOL OF PHARMACY

PHAR 708 — Comprehensive Exam Seminar (i)

As part of the advancement to PhD candidacy com-
prehensive exam, students make an oral presenta-
tion of their dissertation research proposal at the
beginning of their third year.

PHAR 709 — Departmental Seminars (i)

Attendance at departmental seminars is required.
Guest speakers are brought in to give departmental
seminars on recent developments in all aspects of
pharmaceutical sciences. Students will have the
opportunity to give one departmental seminar after
they have completed their comprehensive exam and
before their dissertation defense.

PHAR 729 — Principles of Drug Action (3)

Advanced study of the principles of drug action, car-
cinogenesis, immunology, the molecular view of
pharmacology, and theoretical principles and practical
applications of molecular modeling. A computer labo-
ratory is associated with molecular modeling aspect.

PHAR 747 — Advanced Pharmacokinetics (})

A detailed study of the principles of drug transport,
distribution, biotransformation, binding and excre-
tion, with emphasis on quantitative aspects and
measurement of these processes. The course is
designed to provide students with an advance under-
standing of the mathematical concepts, physiological
concepts and system software to characterize
pharmacokinetic processes. The prerequisite to
the course is PHAR 602 Biopharmaceutics and
Pharmacokinetics. The course focuses on providing
a foundation in understanding various modeling
approaches including Data Analysis techniques,
model identifiability, development and validation.
The use of weighting in pharmacokinetic/
pharmacodynamic analysis will be presented, along
with a hands-on use of current pharmacokinetic
data analysis programs (i.e, ADAPT II, Winonlin,
NONMEM). Physiological Based Pharmacokinetic
modeling. Population Pharmacokinetic Analysis,
Statistical Moment Theory and Pharmacokinetic/
Pharmacodynamic Analysis of direct and indirect
modeHng. Students will learn the theoretical
concepts that underlie the data analysis techniques
used to describe pharmacokinetic and pharmacody-
namic processes. Students will be provided with
hands-on data analysis problems with many of the
current pharmacokinetic and pharmacodynamic
packages.

PHAR 751— Drug Design (3)

Applications of chemical and biological principles to
the rational design of drugs. Topics include targets of
biologically active molecules, approaches to studying
ligand and target interactions, overview of drug dis-
covery, agents acting on specific targets, combinator-
ial chemistry, computation chemistry, and
structure-activity relationships.

PHAR 858— Special Topics (1-6)

Students examine an issue of pharmaceutical impor-
tance through readings, discussions, and limited
investigations. The student and instructor decide the
research problem and amount of credit before the
start of the study.

PHAR 899 — Doctoral Dissertation Research (1-3)

2005-2007 CATALOG | 87

DIRECTIONS AND MAP

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TO REACH THE SCHOOL OF PHARMACY

School of Pharmacy
University of Maryland
2o N. Pine St.
Baltimore, MD 21201
410-706-7650
800-852-2988

DIRECTIONS

From 1-95: Take 95 to exit Rte. 395 (downtown
Baltimore) Martin Luther King Jr. Blvd. (MLK).
Stay in the right lane after exiting onto MLK. At
the fourth traffic hght, turn right onto Baltimore
Street. (The School is on the left at the corner of
MLK and Baltimore Street.) Turn left at the 2nd
traffic light onto Paca Street (get into right lane)
and enter the Baltimore Grand Garage on your right.
There is limited metered parking on the streets
around the School.

I SCHOOL OF PHARMACY

CAMPUS MAP

UNIVERSITY OF MARYLAND

Nathan Patz Law Center/

22

UM FamUy Medicine

45

CAMPUS BUILDINGS

Thurgood Marshall Law Library

500 W. Baltimore St.

29 S. Paca St.

100 N. Greene St.

14

UM Medical Center (UMMC)

28

Operations and

12a

22 S. Greene St.

Ills. Greene St.

54

Maintenance Offices

405 W. Redwood St.

36

622 W. Fayette St.

UMMC Emergency Room

Lombard St.

28d

737 W. Lombard St.

47

Parking and Commuter
Services Office

12

UM Professional Bldg.

35

AUied Health Bldg.

49

622 W. Fayette St.

419 W. Redwood St.

loo Penn St.

Pascault Row

9

UM Women's Health

56

Athletic Center

59

651-665 W. Lexington St.

120 Penn St.

loth Floor, Pratt St. Garage

13

Pharmacy Hall

20 N. Pine St.

17

Biomedical Research
Facility

io8 N. Greene St.

NEIGHBORS

Pharmacy Learning Center

no N. Pine St.

8

Babe Ruth Birthplace/

62

Dressier Research Bldg.

655 W. Baltimore St.

27

Pine St. Police Station

-,TA \S Pino Qt

4

Museum

216 Emory St.

Community Outreach 57

Police Station

700 W. Pratt St.

Davidge Hall 43

522 W. Lombard St.

Dental School 18

Hayden-Harris Hall

666 W. Baltimore St.

Dental School (future site) 18a

650 W. Baltimore St.

Dr. Samuel D. Harris 41

National Museum of Dentistry

31 S. Greene St.

East Hall 44

520 W. Lombard St.

Environmental Health 38

and Safety Bldg.

714 W. Lombard St.

George Gray Hall 42

520 W. Lombard St. (rear)

Grand Offices 23

5 N. Paca

Hilda Katz Blaustein 21

Research Center (SSW)

550 W. Baltimore St.
(Floors I and 5)

Health Sciences Facility I 25

685 W. Baltimore St.

Health Sciences Facility 11 39

700 W. Lombard St.

Health Sciences and 53

Human Services Library
(HS/HSL)

601 W. Lombard St.

Howard Hall 26

660 W. Redwood St.

Lombard/ 515 Bldg. 55

515 W. Lombard St.

Maryland Bar Center 1 5

520 W. Fayette St.

Medical School Teaching 24

Facility (MSTF)

685 W. Baltimore St.

Saratoga Garage and Offices 2

220 N. Arch St.

School of Nursing 51

655 W. Lombard St.

School of Social Work 34

Louis L. Kaplan Hall

525 W. Redwood St.

Student Center at Pine St. 1

222 N. Pme St.

UMB BioPark 65

800 W. Baltimore St.

UM Biotechnology Institute 48

721 W. Lombard St.

University Plaza

University Square Bldg.

II S. Paca St.

University Suites at
Fayette Square

500 W. Fayette St.

Westminster Hall

529 W. Fayette St.

PATIENT CARE

701 W. Pratt St.

Dental School
Hayden-Harris Hall

666 W. Baltimore St

Green St. Bldg.

29 S. Greene St.

Homer Gudelsky Bldg.

Lombard & Greene Sts.

James T. Frenkil Bldg.

16 S. Eutaw St.

Pediatric Ambulatory Center

105 S. l\nin St.

Shock Trauma Center

Lombard &. IVrin Sts.

Weinberg Building

Lombara St.

Baltimore Convention Center 63

I W. Pratt St.

Bromo Seltzer Tower 46

312-318 W. Lombard St.

Downtown Baltimore Child Care 3

237 N. Arch St.

Hope Lodge 5

636 W. Lexington St.

Lexington Market 7

400 W. Lexington St.

Market Center Post Office 6

130 N. Greene St.

Maryland Institute for 61

Emergency Medical Service Systems

653 W. Pratt St.

Maryland Pharmacists 40

Association

650 W. Lombard St.

Old St. Pauls Cemetery 32

Oriole Park at Camden Yards 64

333 W. Camden St.

Ronald McDonald House 10

635 W. Lexington St.

State Medical Examiners Bldg.

Ill Penn St.

58

60
54

Veterans Affairs Medical
Center

10 N. Greene St.

19

33

Walter P. Carter Center

630 W. Fayette St.

11

ISc

1st Mariner Arena

201 W. Baltimore St.

31

28b

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