Irvine/PharmD/PharmD New program New PDST Multi-Year Plan for Professional Degree Supplemental Tuition (PDST) Levels Effective Beginning Summer or Fall 2021

PART A

The Regents approved the amended Regents Policy 3103: Policy on Professional Degree Supplemental Tuition at the March 2017 Regents meeting. Please review the amended policy and keep it in mind during your planning process and while completing Parts A and B of this form: http://regents.universityofcalifornia.edu/governance/policies/3103.html. By fall 2020, the amended Regents Policy 3103 will apply to all PDST programs.

I. PROJECTED PROFESSIONAL DEGREE SUPPLEMENTAL TUITION AND PROGRAM DESCRIPTION

I.a. Specify your projected Professional Degree Supplemental Tuition (PDST) for each year of your multi-year plan. While programs typically craft three-year plans, programs are permitted to craft multi-year plans for two, three, four, or five years. If specified years in the table do not apply to your multi-year plan, please leave those columns blank (and continue to do so throughout the template). Please also refer to the planning assumptions for further details about fee increase rates. For programs that plan to assess different PDST levels based on residency, provide an explanation under “Additional comments.”

Actual New Proposed Fee Levels Increases/Decreases 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 2021-22 2022-23 2023-24 2024-25 2025-26 % $ % $ % $ % $ % $ Prof. Degr. Suppl. Tuition (CA N/A $30,996 $32,544 $34,170 $35,871 $37,662 N/A N/A 5.0% $1,548 5.0% $1,626 5.0% $1,701 5.0% $1,791 Prof. Degr. Suppl. Tuition N/A $30,996 $32,544 $34,170 $35,871 $37,662 N/A N/A 5.0% $1,548 5.0% $1,626 5.0% $1,701 5.0% $1,791 Mandatory Systemwide Fees* N/A $12,570 $12,990 $13,434 $13,902 $14,382 N/A N/A 3.3% $420 3.4% $444 3.5% $468 3.5% $480 Campus-based Fees** N/A $788 $793 $798 $803 $809 N/A N/A 0.6% $5 0.6% $5 0.6% $5 0.7% $5 Nonresident Suppl. Tuition N/A $12,245 $12,245 $12,245 $12,245 $12,245 N/A N/A 0.0% $0 0.0% $0 0.0% $0 0.0% $0 Other (explain below)*** N/A $0 $0 $0 $0 $0 N/A N/A 0.0% $0 0.0% $0 0.0% $0 0.0% $0 Total Fees (CA resident) N/A $44,354 $46,327 $48,402 $50,576 $52,853 N/A N/A 4.4% $1,973 4.5% $2,075 4.5% $2,174 4.5% $2,276 Total Fees (Nonresident) N/A $56,599 $58,572 $60,647 $62,821 $65,098 N/A N/A 3.5% $1,973 3.5% $2,075 3.6% $2,174 3.6% $2,276 * Mandatory systemwide charges include Tuition and Student Services Fee for the fall, winter, and spring terms. ** Include compulsory campus-based fees for the fall, winter, and spring terms. Do not include the Student Health Insurance Program (SHIP) premium, since this may be waived for students with qualifying coverage under another program. *** Include Course Materials and Services Fees but not health kits. Include disability insurance fee for medicine and dentistry. Include summer fees (Tuition, the SSF, and campus-based fees).

1 Irvine/PharmD/PharmD New program New PDST Additional comments: The first cohort of students is planned for fall 2021. For this multi-year plan, proposed increases are 5% per year. During this period, the program will be enrolling its first students and seeking accreditation status. The start up costs for the new program are significant; specifically, resources to hire faculty to develop and deliver the curriculum and mentor students, and to provide robust student services. Sufficient faculty, staff, and student support are essential for new program distinction and accreditation. UCI has committed temporary funds in support of the development of the program, which will decrease over time as the program becomes established. Once the program is established and has achieved accreditation, it is expected that the year-over-year increases in PDST will decline.

I.b. Please describe the nature and purpose of the program for which you propose to charge Professional Degree Supplemental Tuition.

The Doctor of Pharmacy (PharmD) program is offered by the new School of Pharmacy and Pharmaceutical Sciences (SPPS), housed in the Susan and Henry Samueli College of Health Sciences (SHSCoHS) at UCI. The mission of the SPPS is to be a driving force for advancing health and wellness of individuals and society, through innovative and integrative learner-centered education; cutting-edge pharmaceutical research and discoveries; and leadership in interprofessional patient-centered healthcare.

The four-year PharmD program will train future pharmacists for a broad range of practice interests to serve the population of California. UCI’s PharmD program will train practice-ready pharmacists to serve as healthcare providers in various healthcare settings. The program focuses on interprofessional education within the SHSCoHS, with an emphasis on incorporating a whole patient approach, including preventive measures and complementary treatment modalities. Interprofessional education is woven throughout the curriculum. In the first and second years, PharmD students will learn about patient care skills alongside medical and nursing students and learn foundational concepts of public health alongside students in the program in public health. Interprofessional education continues in the third year during community outreach events such as blood pressure screenings and is an essential part of the fourth year experiential curriculum. The program plans to admit the first class of 60 students in fall 2021, primarily targeting California residents (80-90%) and students from UCI’s undergraduate programs, as UCI is one of the top feeder programs to pharmacy programs nationwide. The program seeks to train students who reflect of the diversity of California’s population, and who provide healthcare to the state’s diverse populations.

The PharmD degree is a rigorous educational program, which requires adherence to standards set forth by the Accreditation Council for Pharmacy Education (ACPE), which, beyond the didactic curriculum, requires a minimum of 1,740 clock hours of introductory pharmacy practice experiences (IPPE) in community and institutional health systems settings, that further lead to advanced pharmacy practice experiences (APPE) that include broad-based experiences ranging from community pharmacy, ambulatory patient care,

2 Irvine/PharmD/PharmD New program New PDST hospital/health system pharmacy, inpatient general medicine patient care, and two additional elective APPE based on student interests. These hours, which expose students to interprofessional practices, professional ethics, and direct patient care activities, are integrated into the didactic curriculum starting in the first year and cover a range of experiences and settings. According to the current ACPE standards and guidance, pharmacy graduates need to be practice-ready and team-ready in order to collaborate with other healthcare providers in providing patient-centered care. The didactic and experiential components of the curriculum, as well as co- curricular activities, include significant interprofessional education with the other schools in the SHSCoHS: nursing, medicine, and public health. The program is aiming for full ACPE accreditation before the end of this plan, with a curriculum that meets or exceeds ACPE standards and also includes novel pedagogical approaches to teaching and learning.

In addition to its rigorous curriculum, the PharmD program has an advantage in developing its curriculum de novo that allows for response to recent changes in the profession. The field as a whole is undergoing a transformation from primarily product delivery to delivering direct patient care services. Changes in the healthcare system and new state laws are stimulating new services from pharmacists, for example, providing self-administered hormonal contraceptives, administering routine vaccinations, and participating in the evaluation and management of diseases and health conditions in collaboration with other healthcare providers. To increase access to COVID-19 testing and vaccines, pharmacists may now provide services related to collecting specimens, administering tests, and interpreting results for COVID-19 tests, and ordering and administering COVID-19 vaccines. UCI's PharmD graduates will benefit from education at a top-tier, minority-serving, research institution along with clinical training at the highly-ranked UCI medical center where they will develop and refine skills of innovation, communication, and teamwork. Given the strengths of the UCI campus and medical center and its rigorous and innovative curriculum, UCI’s PharmD graduates will be well prepared to pursue leadership roles in a broad array of practice settings and to advance pharmacy practice of the future.

II. PROGRAM GOAL EVALUATION II.a. Please identify the goals you listed in your last multi-year plan. Specifically, what were the purposes for which your program proposed to charge PDST, and what were your goals with respect to enhancing affordability, diversity, and program quality? Please feel free to describe other goals, as well. Describe how you used PDST revenue to advance the goals specified. Please elaborate on the extent to which your program has achieved each of the goals, highlighting how goals have been affected due to COVID-19, and include quantitative indicators of achievement wherever possible.

The PharmD is a new program anticipated to begin enrolling students in fall 2021.

3 Irvine/PharmD/PharmD New program New PDST III. PROGRAM GOALS AND EXPENDITURE PLANS III.a. Please provide strong rationale for either initiating or increasing Professional Degree Supplemental Tuition during the years of this multi-year plan. What goals are you trying to meet and what problems are you trying to solve with your proposed PDST levels? How will the quality of your program change as a consequence of additional PDST revenue? What will be the consequence(s) if proposed PDST levels are not approved? What will be the essential educational benefits for students given the new PDST revenue?

As a new program, the primary objective of UCI’s PharmD program is to build a quality program and emerge as a strong peer to pharmacy schools in California and nationwide, that provides students from diverse backgrounds with a pathway to becoming practice-ready and team-ready professionals who can provide healthcare in California. This multi-year plan encompasses the formative years of the new PharmD program, during which time the program will actively work toward the overarching goal of full accreditation by the Accreditation Council for Pharmacy Education (ACPE) when the first class graduates in 2025. The proposed PDST will facilitate PharmD program goals in three key areas detailed below: ensuring affordability, accessibility, and inclusivity; developing and delivering a high-quality program; and supporting students’ personal and professional success.

1. Ensure Affordability, Accessibility, and Inclusivity The program plans to offer robust student financial aid packages. Return-to-aid (RTA) funds are an important part of the plan to attract highly qualified students, meet diversity goals, and mitigate student indebtedness after graduation. In order to achieve these goals, a total of 43% of PDST revenues will be dedicated to student aid: this is 10 percentage points above the required return-to-aid amount. The largest portion of the RTA funds will be used to award need-based aid and will target students from low socioeconomic backgrounds and first-generation college students. For example, the program plans to offer scholarships that can exceed $20,000 per year for students most in need. Given the high cost of graduate education, the impact of a substantial scholarship to a student in need is greater than the impact of other strategies, such as lower PDST for all students, which would reduce each student’s costs by a few thousand dollars rather than providing more substantial financial assistance to those most in need.

The program anticipates a strategy of offering substantial scholarships will increase interest among potential student populations that might otherwise see the financial investment as a barrier. The admissions committee has principles to ensure that scholarships are awarded equitably, to ensure access for all students, and to recognize both need and merit. The proposed scholarship plan would potentially reduce the total program tuition cost for a financially needy student by $75,000 (40%) across the four-year program. Further, a student who is financially needy and also eligible for a merit-based scholarship could have their total program tuition cost further reduced by an additional $75,000 (40%), culminating in a $150,000 (80%) reduction. An additional effort to reduce overall indebtedness is through the option of an accelerated BS program, which will

4 Irvine/PharmD/PharmD New program New PDST allow students to complete the school’s BS in Pharmaceutical Sciences in three years, reducing their overall time to degree to seven rather than eight years. This accelerated pathway will be offered starting in the 2021-22 academic year, so the first students to enter the PharmD program from this pathway will be in fall 2024. BS students on this track are expected to make up no more than 20% of the incoming class to allow for institutional diversity, but students who complete the BS in three years and enroll in PharmD programs at other universities still benefit from reduced overall educational debt. PDST funds will not be utilized in support of the accelerated BS program.

Enrollment data from the American Association of Colleges of Pharmacy reveals that representation of students from URG (underrepresented groups include Black/African-American, Hispanic/Latino, Native American/Alaskan Native, and Native Hawaiian/Pacific Islander) in all pharmacy schools is low; the average of accredited California PharmD programs is 11%.1 An aspiration for this program will be to enroll a URG population that more closely represents UCI’s URG population: as of fall 2020, 17% of all graduate students and 29% of all undergraduate students are from underrepresented groups2. The use of UCI’s current URG student population as an aspirational benchmark was developed in part due to input received from UCI Associated Graduate Students (AGS) president during campus review of the PDST proposal. Scholarships are key to attracting underrepresented students and retaining them through degree completion, thus the program’s significant commitment of PDST RTA for this purpose; it is estimated that 20-30% of scholarship funds will be awarded to URG students.

Additionally, the program will identify and actively promote internal and external student financial aid to help students address the program’s affordability and to mitigate student indebtedness after graduation. Success in the program will be measured by progress toward representing the demographics of UCI within five years, and ultimately, the state of California; and the effectiveness of outreach efforts in recruiting and retaining a diverse student population. Another measure of success will be evaluating the average debt per UCI PharmD graduate and its comparability to graduates of other California public schools of pharmacy.

2. Develop and Deliver a High-Quality PharmD Program Most of the remaining new PDST revenue (51%) will be used to hire new faculty for adequate student-faculty ratios and provide instructional support, which includes staffing as well as instructional materials. a. Student-faculty ratios Maintaining adequate student-faculty ratios is an essential component of accreditation. The PharmD is a new academic discipline for UCI; therefore, a total of 23 clinical pharmacy faculty are budgeted to be hired by 2024-25, when the program is fully enrolled. These faculty members will primarily be clinical faculty and teaching professors, who will be critical for

1 American Association of Colleges of Pharmacy Fall 2019 enrollments: https://www.aacp.org/sites/default/files/2020-05/fall-2019-pps-enrollments.pdf 2 UCI Office of Institutional Research enrollment data: Enrollment | Office of Institutional Research | UCI 5 Irvine/PharmD/PharmD New program New PDST delivering the didactic curriculum of the PharmD, training students in clinical skills, and providing student mentorship during experiential practice components of the program. The majority of faculty instructors in the PharmD program are health sciences faculty, rather than senate faculty, and are therefore not state-funded FTE. To ensure that students will learn from a diverse pool of faculty members, faculty members from diverse backgrounds and clinical expertise are being recruited. The PDST funds support three faculty FTE in year one, increasing to twelve faculty FTE by the final year of the plan. The program plans to meet or exceed ACPE standards with an overall student-to-faculty ratio of ten students or fewer per faculty member at full enrollment. Full accreditation, which occurs upon graduation of the first cohort of students, is the primary metric of success. Students who graduate from high-quality, accredited programs have increased opportunities for residencies and job placements after graduation, the rate of which will also be metrics of success. b. Instructional support PDST funds will also support students’ instructional and professional preparation by expanding instructional support, for example, hiring experts for specific courses and expanding the residency programs at UCI’s medical center, which are key for supporting teaching of PharmD students. The program is collaborating with UCI’s School of Medicine to utilize existing clinical simulation labs; PDST funds help cover a portion of the cost of staffing these labs for PharmD courses, which creates cost efficiencies and promotes interprofessional education. The preceding items are included in Table III.b. “Expanding Instructional Staff Support” line item.

Second, each student will be provided with a laptop (to ensure all students have equal access to resources for didactic education, exam platforms, student portfolios), tablet (for interprofessional education with the school of medicine), multiple platforms of instructional software, and supplies needed in support of instruction and co-curricular activities. Providing technology and supplies required for the program prevents students from incurring additional fees each quarter and ensures equitable access for all students. Consumable supplies include items such as vials, IV fluid bags, blood pressure monitors, and other point-of-care supplies for use in a new clinical pharmacy skills lab. PDST revenues earmarked for these combined expenditures are included in the “Other” line item in Table III.b. The PDST funds supplement existing instructional resources and ensure top-quality training for students. Success will be evaluated through student performance on assessments such as Objective Structured Clinical Exams (OSCEs), year-end summative examinations, preceptor evaluation of clinical skills preparation; and student satisfaction surveys during enrollment and upon degree completion.

3. Support Student Personal and Professional Success Building a high-quality PharmD program also necessitates hiring staff with multicultural competency to serve a diverse student body and specific expertise in student service areas, e.g., recruitment/admissions, assessment, clinical rotation site coordination, wellness, financial aid, and career counseling; 6% of PDST revenues support this effort (“Providing Student Services” line). Staff supporting financial aid and career counseling are particularly important to meeting the PharmD students’

6 Irvine/PharmD/PharmD New program New PDST financial security and career placement goals, e.g., identifying external scholarship opportunities and assisting with identifying employment opportunities and preparation for interviews. The success of reaching these goals will be measured by student satisfaction levels and student wellness/well-being self-assessments, both of which will be obtained from surveys during the program and exit surveys. Additional metrics of success are student job placement after graduation, and post-graduation residency and fellowship rates.

The proposed PharmD Professional Degree Supplemental Tuition is one necessary component in the overall budgetary requirements needed to support these goals and to launch a top-tier PharmD program. The quality of the program in its formative years is critical to achieve accreditation thresholds. The number and quality of faculty and staff available to provide instruction, mentoring, student services, and professional preparation are important metrics for accreditation, as are student satisfaction levels and post-graduation placement. The ACPE evaluates programs annually and critically during the pre-accreditation years, and full accreditation is not awarded until the first cohort of students completes the degree. Failure to meet ACPE standards and quality indicators at any point along the way could result in probation, which would have a negative impact on recruitment of both faculty and students. Approval of the full amount of requested PDST supports successful accreditation and ensures that the program can offer robust financial aid to students, increasing opportunities for low-income students to attain the degree, and attracting underrepresented students.

7 Irvine/PharmD/PharmD New program New PDST III.b. For established PDST programs, please indicate how you are using total actual Professional Degree Fee revenue in 2020-21 in the first column of the table below. In the remaining columns, please indicate how you intend to use the revenue generated by the Professional Degree Supplemental Tuition increase (if specified years in the table do not apply to your multi-year plan, please leave those columns blank).

Proposed Use of Incremental PDST Revenue Total 2020-21 Incremental Incremental Incremental Incremental Incremental Total Projected PDST Revenue 2021-22 PDST 2022-23 PDST 2023-24 PDST 2024-25 PDST 2025-26 PDST PDST Revenue revenue revenue revenue revenue revenue in Final Year Faculty Salary Adjustments N/A $0 $0 $0 $0 $0 $0 Benefits/UCRP Cost* N/A $234,256 $262,861 $304,696 $349,136 $58,133 $1,209,082 Providing Student Services N/A $100,000 $120,000 $80,000 $175,000 $25,000 $500,000 Improving the Student-Faculty Ratio N/A $520,733 $572,746 $751,702 $737,532 $128,952 $2,711,664 Expanding Instructional Support Staff N/A $85,074 $90,340 $23,435 $19,643 $32,923 $251,415 Instructional Equipment Purchases N/A $0 $0 $0 $0 $0 $0 Providing Student Financial Aid N/A $799,697 $879,574 $965,488 $1,057,129 $184,831 $3,886,718 Other Non-salary Cost Increases N/A $0 $0 $0 $0 $0 $0 Facilities Expansion/Renewal N/A $0 $0 $0 $0 $0 $0 Other (Please explain in the "Additional N/A $120,000 $120,000 $120,000 $120,000 $0 $480,000 Comments" below) Total use/projected use of revenue N/A $1,859,760 $2,045,520 $2,245,320 $2,458,440 $429,839 $9,038,880 * Benefits costs and UCRP contributions should be reported as a single line item. Additional comments: Other includes expenses for laptops, tablets, software platforms, and consumable lab supplies.

III.c. Please describe cost-cutting and/or fundraising efforts related to this program undertaken to avoid Professional Degree Supplemental Tuition increases even greater than proposed. Please be as specific as possible.

The school will partner with UCI Health to realize efficiencies in staffing through school faculty providing clinical services within UCI’s hospital and clinics. Partnership with the UCI School of Medicine on clinical simulation training for students is a significant cost savings: the medical simulation center is a $40 million dollar, 65,000 square foot center that includes a full-scale operating room, clinical rooms, emergency room trauma bay, obstetrics suite, and critical care unit. Faculty in the UCI schools of medicine, nursing, population and public health, and the department of pharmaceutical sciences within the school will also provide instructional support to the program, creating efficiencies and providing depth of expertise to the program, without a negative impact on other degree

8 Irvine/PharmD/PharmD New program New PDST programs or faculty research programs. Utilization of existing staff and resources currently supporting the BS, MS, and PhD programs in the school is also being leveraged to the extent possible without jeopardizing the high quality of these successful programs. UCI’s Provost has allocated a total of $17.9 million between 2019-2025 and six new faculty FTE to the school. These commitments will support a portion of program faculty salaries and other operational needs. UCI launched a campus-wide fundraising campaign in fall 2019, which includes specific philanthropy goals to benefit the PharmD, including support of endowments for faculty chairs and student scholarship support. UCI recently created the Leaders in Health Giving Society, with an opportunity for donors to commit $20,000 over 4 years to provide a named, current-use, annual scholarship. A development officer dedicated to the school is currently working with administrators to identify corporations and individuals as prospects to approach for inaugural gifts to create a scholarship program for underrepresented minorities. Fundraising goals specific to the PharmD include securing five student scholarships that would award $20,000 per year; and creating an endowment fund to generate further annual scholarships by 2025. For example, an endowment based on a $3 million dollar gift would generate $128,000 worth of student scholarships annually.

III.d. If your program proposes uneven increases (e.g., increases that are notably larger in some years than in others), please explain why.

The program is not proposing uneven increases.

III.e. Please indicate your program’s current and expected resident and nonresident enrollment in the table below.

Enrollment 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 Resident N/A 53 106 159 212 212 Domestic Nonresident N/A 5 10 15 20 20 International N/A 2 4 6 8 8 Total N/A 60 120 180 240 240

Additional comments: The program expects that the majority of students will be California residents. This expectation is based on market research done for the program, overall UCI enrollment trends, and the highly qualified pipeline of students from the current BS Pharmaceutical Sciences program at UCI. Nonresident domestic students may comprise up to 10% of the student body by full program build out in 2024-25, similar to the enrollment distribution at other UC pharmacy schools. International students accepted into the program are likely to comprise 1-2% of students. This program prepares students for pharmacist licensure in California, so most students will likely remain in the state to serve California’s healthcare needs.

9 Irvine/PharmD/PharmD New program New PDST

IV. MARKET COMPARISONS: TOTAL CHARGES IV.a. In the table below, identify a minimum of 3 and up to 12 institutions that are comparators, including a minimum of 3 public institutions. If it is the case that your program only compares to a small number of other programs or only private comparators, please list those.

If the box is checked, the program has provided for each comparator the total charges to degree completion in the following table; otherwise, amounts for first year annual charges were provided by the program for each comparator.

Total Charges to Complete Degree by Cohort Year Actuals Projections Increases/Decreases 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 2021-22 2022-23 2023-24 2024-25 2025-26 Residents % $ % $ % $ % $ % $ UC San Francisco $149,046 $153,518 $158,123 $162,867 $167,753 $172,785 3% $4,471 3% $4,606 3% $4,744 3% $4,886 3% $5,033 UC San Diego $172,859 $178,045 $183,386 $188,888 $194,554 $200,391 3% $5,186 3% $5,341 3% $5,502 3% $5,667 3% $5,837 Loma Linda $206,671 $212,871 $219,257 $225,835 $232,610 $239,589 3% $6,200 3% $6,386 3% $6,578 3% $6,775 3% $6,978 Western $212,281 $218,650 $225,209 $231,966 $238,925 $246,092 3% $6,368 3% $6,559 3% $6,756 3% $6,959 3% $7,168 Chapman $223,936 $230,654 $237,573 $244,701 $252,042 $259,603 3% $6,718 3% $6,920 3% $7,127 3% $7,341 3% $7,561 Univ of the Pacific $225,511 $232,277 $239,245 $246,422 $253,815 $261,429 3% $6,765 3% $6,968 3% $7,177 3% $7,393 3% $7,614 Univ Southern California $259,935 $267,733 $275,765 $284,038 $292,559 $301,336 3% $7,798 3% $8,032 3% $8,273 3% $8,521 3% $8,777 Public Average $160,953 $165,781 $170,755 $175,877 $181,154 $186,588 3% $4,829 3% $4,973 3% $5,123 3% $5,276 3% $5,435 Private Average $225,667 $232,437 $239,410 $246,592 $253,990 $261,610 3% $6,770 3% $6,973 3% $7,182 3% $7,398 3% $7,620 Public & Private Average $207,177 $213,392 $219,794 $226,388 $233,180 $240,175 3% $6,215 3% $6,402 3% $6,594 3% $6,792 3% $6,995 UC Irvine N/A $191,603 $200,180 $208,368 $216,106 $223,351 N/A N/A 4% $8,577 4% $8,188 4% $7,738 3% $7,245

10 Irvine/PharmD/PharmD New program New PDST

Total Charges to Complete Degree by Cohort Year Actuals Projections Increases/Decreases 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 2021-22 2022-23 2023-24 2024-25 2025-26 Nonresidents UC San Francisco $186,894 $192,501 $198,276 $204,225 $210,351 $216,662 3% $5,607 3% $5,775 3% $5,948 3% $6,127 3% $6,311 UC San Diego $224,088 $230,810 $237,735 $244,867 $252,213 $259,779 3% $6,723 3% $6,924 3% $7,132 3% $7,346 3% $7,566 Loma Linda $206,671 $212,871 $219,257 $225,835 $232,610 $239,589 3% $6,200 3% $6,386 3% $6,578 3% $6,775 3% $6,978 Western $212,281 $218,650 $225,209 $231,966 $238,925 $246,092 3% $6,368 3% $6,559 3% $6,756 3% $6,959 3% $7,168 Chapman $223,936 $230,654 $237,573 $244,701 $252,042 $259,603 3% $6,718 3% $6,920 3% $7,127 3% $7,341 3% $7,561 Univ of the Pacific $225,511 $232,277 $239,245 $246,422 $253,815 $261,429 3% $6,765 3% $6,968 3% $7,177 3% $7,393 3% $7,614 Univ Southern California $259,935 $267,733 $275,765 $284,038 $292,559 $301,336 3% $7,798 3% $8,032 3% $8,273 3% $8,521 3% $8,777 Public Average $205,491 $211,656 $218,005 $224,546 $231,282 $238,220 3% $6,165 3% $6,350 3% $6,540 3% $6,736 3% $6,938 Private Average $225,667 $232,437 $239,410 $246,592 $253,990 $261,610 3% $6,770 3% $6,973 3% $7,182 3% $7,398 3% $7,620 Public & Private Average $219,902 $226,499 $233,294 $240,293 $247,502 $254,927 3% $6,597 3% $6,795 3% $6,999 3% $7,209 3% $7,425 UC Irvine N/A $240,583 $249,160 $257,715 $266,199 $274,580 N/A N/A 4% $8,577 3% $8,555 3% $8,484 3% $8,381

Additional comments: Tuition and fees for each year are as shown on institution web sites. All programs use full time basis for comparison. For programs that did not have 2020-21 tuition listed, 2019-20 tuition was used, plus 3% increase. For years in UCI program beyond the PDST five-year proposal (after 2025-26), 3% escalation was used. Pharmacy schools have three or four-year programs; students will compare schools based on total program fee as well as length of time to complete. Three-year programs include the following: UC San Francisco, Chapman, and University of the Pacific.

Source/links for fee data by institution: UCSF: https://pharmd.ucsf.edu/admissions/cost UCSD: https://students.ucsd.edu/finances/fees/registration/2020-21/pharmacy.html Western: https://www.westernu.edu/financial/financial-budgets/financial-budgets-pharmacy-pharmd/ Univ Southern CA: https://pharmacyschool.usc.edu/programs/pharmd/pharmdprogram/financing-your-pharmd-degree/ Chapman: https://www.chapman.edu/students/tuition-and-aid/SBS/tuition-and-services/index.aspx Univ of the Pacific: https://pharmacy.pacific.edu/pharmacy/pharmd/tuition-financial-aid Loma Linda: https://pharmacy.llu.edu/admissions/about-program

11 Irvine/PharmD/PharmD New program New PDST IV.b. Why was each of these institutions chosen as a comparator (and, as appropriate, explain why a minimum of three public comparators were not chosen)? Include specific reasons why each is considered a peer – for example, competition for the same students and faculty, admitted student pools of similar quality, similar student-faculty ratios, similar program quality, an aspirational relationship between your program and the peer program, etc. What other characteristics do they have in common? If you have included aspirational programs, explain why your program aspires to be comparable to these programs and how it expects to do so within 5 years. Be specific (and if a program is unlikely to achieve comparability to an aspirational program within 5 years, the aspirational program should not be included).

The comparator institutions have highly ranked programs with comparable curricula. The only public comparators in California are UC San Diego and UC San Francisco; other state comparators are all private. Public and private California pharmacy schools represent primary competition for California resident students as well as competition for faculty. The program anticipates that its applicants will apply to multiple California programs, including those listed as in our market comparison table above. Participation in the pharmacy centralized application system (PharmCAS) allows the program to receive an end-of-the-year decision report once the admission cycle has been completed. The decision report provides detailed information on which other programs an admitted student applied to and the admissions decision by each program, as well as the school the applicant ultimately chose. Thus, in future years the program will have substantive data on which programs are our strongest competitors for students. Students who enroll in UCI’s program are likely to work in California after graduation, where they receive licensure. Some PharmD programs are three-year rather than four-year programs; therefore, the amounts provided in the market comparator table above reflect the total charges to degree completion. Students in our focus groups have indicated that location, time to degree, and overall cost to complete the degree are all important factors in choosing a program. Some students prefer to have summers off, often to gain work experience, so they are likely to compare four year programs like Loma Linda, Western, and USC.

IV.c. Please comment on how your program’s costs compare with those of the comparison institutions identified in the table above.

For in-state students, UCI’s PharmD total cost to degree is lower than the fees of our private comparators and higher than the fees of the two UC programs, which both are highly ranked pharmacy programs and the only other public pharmacy comparators in California. Out-of-state students’ costs are higher than both public and private averages. The program expects to attract primarily in-state students and out-of-state students generally establish residency after the first year of the program.

UCI’s program is likely to compete with programs within geographic proximity, since most students prefer to seek employment locally after PharmD completion. During the program, students will build relationships and have opportunities to network with local

12 Irvine/PharmD/PharmD New program New PDST professional organizations and pharmacist preceptors, which will enhance their likelihood of employment in the area after graduation. While prospective students are likely to compare UCI’s program with the other two UC programs in regard to costs, the local comparators are private institutions with higher tuition costs. In this regard, UCI compares favorably and is approximately $40,000 less expensive than private school comparators for in-state students.

UCI’s new program is in the start-up phase, and costs for a new program that meets or exceeds accreditation standards and maintains the quality of education expected of a UC degree are significant. Additionally, the new UCI program does not have the same resources (e.g. endowments) that come with being a well-established program. Once the program has achieved accreditation status, the goal is to limit future year-over-year increases as start-up costs (e.g., marketing, initial accreditation costs, new faculty recruitment costs) diminish and other resources can be raised based on the growing reputation of the school. Recognizing that the tuition difference between public comparators is not insignificant, the program is committed to ensuring accessibility for students with financial need through the scholarships funded by the 43% RTA.

IV.d. Please comment on how the quality of your program is unique and/or distinguishable from your chosen comparison institutions.

UCI has an advantage in developing the PharmD curriculum de novo. The curriculum meets or exceeds ACPE standards and includes novel pedagogical approaches to teaching and learning. UCI’s PharmD is differentiated from other pharmacy schools in its educational philosophy, innovative curriculum, and opportunity for UCI undergraduate Pharmaceutical Sciences majors to accelerate the timeline to completion of both BS and PharmD degrees from eight to seven years, by following a curriculum plan that allows them to complete their BS degree requirements in three rather than four years. In relation to chosen comparators, the primary differentiating factors of the curriculum are the following:

Innovative Curriculum The innovative UCI PharmD iLEARN curriculum is designed to provide an educational experience that is Interprofessional, Learner- Engaged, Active, Reflective, and iNtegrative. The iLEARN curriculum is a “spiral curriculum” which uses horizontal and vertical integration within the longitudinal curriculum to progressively introduce and reinforce knowledge, skills, and attitudes (KSAs). This approach is intended to facilitate the development and application of KSAs at increasing levels of complexity associated with patient and population care within pharmacy practice scenarios as students progress from the first to the fourth year. Faculty will use a variety of instructional techniques including traditional lectures combined with student-centric active learning as well as flipped classroom material, applied lab skills, OSCEs, simulations, service learning, and reflection exercises.

13 Irvine/PharmD/PharmD New program New PDST Strong Pharmaceutical Sciences Foundation and Accelerated BS to PharmD Pathway The strong pharmaceutical sciences foundation provided by existing school faculty is a differentiating factor. Four of the five private comparators are non-research-intensive universities, thus they cannot offer students access to faculty with pharmaceutical sciences research programs. The pharmaceutical sciences faculty will participate in teaching in the PharmD program, and serve as mentors during the required scholarly project. UCI’s undergraduate Pharmaceutical Sciences majors also will be offered the opportunity to accelerate the timeline to completion of both BS and PharmD degrees to seven years (as opposed to eight years). The accelerated pathway creates a pipeline to PharmD schools as a whole; and up to 20% of each UCI PharmD cohort may be students from this pipeline. Students who complete their professional degree in seven years decrease their overall educational debt and enter the workforce one year earlier.

Interprofessional and Integrative Health Capitalizing on synergies across the four professional schools (medicine, nursing, public health, and pharmacy) and the Susan Samueli Integrative Health Institute (SSIHI) in the SHSCoHS, and the expanding UCI Health system, the interprofessional curriculum is an integral component of the program, which is introduced from the first quarter and continues throughout the PharmD curriculum. The SPPS has taken a leadership role in collaborating with health disciplines from the SHSCoHS to formulate didactic interprofessional education (IPE) courses (with students from pharmacy, nursing, medicine, population health), in addition to IPE co-curricular activities. In the didactic curriculum, the course series “Interprofessional Clinical Foundations I-IV” (spanning the PY1-PY2 years) enables student pharmacists and student physicians to learn with, from, and about each within curricular themes of professionalism, communication, critical incidents, cultural competence, kindness, wellness, and social responsibility in patient care. Within this longitudinal IPE course series, students will engage in discussions and activities on cultural humility, sociocultural issues, implicit bias, human kindness in medicine, professional image, digital professionalism, interprofessional communication, service learning, health and wellness, managing stress, resiliency, and difficult encounters. Also in the first year, student pharmacists and student nurses will learn patient assessment and skills in Interprofessional Clinical Foundations I. In the second year, student pharmacists and students in population/public health will also learn with, from, and about each other in a foundational course on public health, “Principles of Public Health”. An additional distinguishing component of the curriculum includes evidenced-based complementary health and conventional prevention and treatment modalities into the pharmacist’s patient care process. These points of differentiation do not exist at any of the comparator institutions.

Clinical Training in UCI Health Being able to provide rigorous clinical training in UCI’s academic health system (e.g., within the medical center, ambulatory care sites, and integrative health care sites) throughout the PharmD curriculum ensures graduates are practice- and team-ready at graduation. This is a significant differentiating factor from programs offered by institutions not associated with a medical center (i.e., three of the five private California comparators).

14 Irvine/PharmD/PharmD New program New PDST V. ENROLLMENT AND DIVERSITY STRATEGY V.a. In the table on the following page, please provide details about enrollment in your program and in your comparison public and private institutions. The enrollment figures provided should align with the most recent three years for which data are available. In the columns shown, programs should provide as many figures for comparison public and private institutions as are available. Actual Actual Actual Estimated Comparison (2018-19) 2017-18 2018-19 2019-20 Fall 2020 Publics Privates Ethnicity Underrepresented African American N/A N/A N/A N/A 5% 4% Hispanic/Latino(a) N/A N/A N/A N/A 4% 7% American Indian N/A N/A N/A N/A 0% 0% Subtotal Underrepresented 0% 0% 0% 0% 8% 11% Asian/Pacific Islander N/A N/A N/A N/A 43% 58% White N/A N/A N/A N/A 37% 20% Domestic Unknown N/A N/A N/A N/A 4% 5% International N/A N/A N/A N/A 2% 1% Total 0% 0% 0% 0% 95% 95%

Socioeconomic % Pell recipients N/A N/A N/A N/A N/A N/A

Gender % Male N/A N/A N/A N/A 31% 34% % Female N/A N/A N/A N/A 69% 66% % Non-Binary N/A N/A N/A N/A N/A N/A

% Unknown N/A N/A N/A N/A N/A N/A Sources: Demographic data are not available; the program anticipates to enroll students in fall 2021. Comparison institutions: Comparison institutions are the same as the ones used for tuition comparison. Data source is the American Association of Colleges of Pharmacy (AACP) Fall 2019 Enrollment data. NB: ethnicity data do not add up to 100% because it excludes data for “Two or more races” that is a category reported by AACP. https://www.aacp.org/sites/default/files/2020-05/fall-2019-pps-enrollments.pdf

15 Irvine/PharmD/PharmD New program New PDST V.b. For established programs, please comment on the trend in enrollment of underrepresented groups in your program over the past three years. How does your program compare with other programs in terms of racial and ethnic diversity, with particular attention to U.S. domestic underrepresented minority students? What are your prior and prospective strategies for creating a robust level of racial and ethnic diversity (that are compliant with Proposition 209) in your program? For new programs, how do you anticipate your program will compare with other programs in terms of racial and ethnic diversity, with particular attention to U.S. domestic underrepresented minority students?

UCI’s PharmD has a distinct opportunity to improve diversity in the student population, with the ultimate goal of training pharmacists who are themselves diverse, who provide healthcare to diverse populations of California, who serve as role models for future students, and who become faculty members in pharmacy schools. Understanding the need to ensure that students represent the state’s demography, the program plans to outreach substantially to increase URG enrollment year over year. Particularly during the formative years, the program expects to draw from the undergraduate population at UCI, and specifically aims to recruit diverse students in the BS Pharmaceutical Sciences program. The program aspires to reach diversity approaching the UCI graduate student rate (17%), which is also similar to the school’s BS program (as shown in the table below).

Demographic Data of BS Pharmaceutical Sciences 2016-17 2017-18 2018-19 2019-20

Pharmaceutical Sciences Undergraduates Black, non-Hispanic 1.8% 1.7% 2.3% 2.4% Hispanic 10.7% 13.0% 16.3% 13.8% American Indian / Alaskan Native 0.2% 0.2% 0.0% 0.0% Pacific Islander 1.8% 2.0% 2.1% 1.6% Asian / Asian American 70.7% 70.0% 64.3% 67.5% White, non-Hispanic 8.1% 7.2% 7.9% 7.3% International student 4.2% 3.6% 4.6% 4.5% Two or more ethnicities, non-URM 1.4% 1.5% 1.6% 2.2% Unknown / declined to state 1.4% 1.0% 0.6% 0.5% Total 100.0% 100.0% 100.0% 100.0% Source: UCI Office of Institutional Research

During this period, the school will strategically develop a more robust pipeline of URG students, through outreach to high schools, HBCUs, MSIs, and community colleges, so that diversity goals continue to advance. For example, the program is currently collaborating with the SHSCoHS to create a summer program targeted to middle and high school students in the surrounding URG communities that exposes them to all four fields (pharmacy, medicine, nursing, and public health) in an integrated way, with the goal

16 Irvine/PharmD/PharmD New program New PDST of expanding their knowledge about career options in health care. Additionally, the program has reached out to pre-health advisors within applicable HBCUs to provide information about our new PharmD program, and we have begun collaborating with the UCI School of Medicine’s LEAD-ABC (Leadership Education to Advance Diversity-African, Black, and Caribbean) program directors. The table below shows demographic data of California PharmD programs overall; the URG line includes Hispanic/Latino, Black/African-American, American Indian/Alaskan Native, and Native Hawaiian/Pacific Islander.

Demographic data of California Pharmacy Schools CA Marshall Health CA Keck Loma B. West Ethnicity Sciences Northstate Chapman (KGI) Linda Ketchum Touro Pacific USC Coast Western UCSD UCSF

Hispanic/Latino 11.2% 4.9% 4.0% 12.6% 14.5% 2.0% 6.2% 3.3% 5.4% 5.8% 8.2% 3.1% 7.6% White 21.2% 15.6% 20.5% 21.5% 27.6% 19.1% 17.1% 5.9% 26.4% 51.8% 18.8% 22.4% 16.7% Black/African American 3.1% 2.7% 3.7% 8.8% 9.5% 6.5% 5.4% 1.1% 3.1% 8.0% 2.2% 2.8% 2.3% American Indian and Alaskan Native 0.4% 0.0% 0.4% 1.1% 0.0% 0.0% 0.0% 0.2% 0.0% 0.4% 0.0% 0.0% 0.0% Asian 52.1% 59.8% 67.0% 49.0% 43.5% 63.3% 65.6% 68.4% 58.9% 30.3% 54.1% 58.3% 63.0% Native Hawaiian/Pacific Islander 3.1% 0.8% 0.0% 0.0% 0.0% 0.5% 0.3% 2.2% 0.1% 0.0% 0.0% 0.0% 0.0% Two or more races 2.7% 8.2% 4.4% 3.1% 2.1% 8.0% 3.5% 2.7% 2.2% 1.1% 9.7% 6.7% 3.2% Unknown 6.2% 5.5% 0.0% 3.8% 1.4% 0.5% 1.6% 16.1% 2.8% 2.6% 4.1% 6.7% 5.9% Int'l/Foreign 0.0% 2.5% 0.0% 0.0% 1.4% 0.0% 0.3% 0.0% 0.9% 0.0% 3.0% 0.0% 1.3% URG 14.7% 7.6% 8.1% 22.6% 24.0% 8.5% 11.7% 4.6% 8.5% 14.2% 10.3% 5.9% 9.9% Source: American Association of Colleges of Pharmacy (AACP) Fall 2019 enrollments: https://www.aacp.org/sites/default/files/2020-05/fall-2019-pps-enrollments.pdf

The current diversity data for PharmD programs in California indicates that there is progress to be made overall. Therefore, our program aspires to increase enrollments of URG students through reducing barriers and nurturing potential pipelines. One of the major barriers to enrollment of URG in pharmacy schools may be the educational prerequisites itself, since a strong educational foundation is key to success in a graduate degree program. While not all PharmD programs require a bachelor’s degree, most require a significant number of college credit units, the equivalent of at least two years. URG in California currently have lower rates of obtaining bachelor’s degree: 95% of whites in California graduate high school and 43% complete a bachelor’s degree; 88% of Asians graduate high school and 52% complete a bachelor’s degree. In contrast, 89% of Blacks graduate high school and 25% complete a bachelor’s degree; 76% of Native Americans graduate high school and 14% complete a bachelor’s degree; and 64% of Hispanics graduate high

17 Irvine/PharmD/PharmD New program New PDST school and 13% complete a bachelor’s degree.3 Additional barriers may be the lack of visibility of diverse pharmacists in the field, and a lack of awareness of the breadth of career opportunities a PharmD education can offer. The program’s short-term goal is to increase the percentage of URG enrollment from the first to fourth year of the program; the long-term aspirationis to enroll students more closely representative of the diverse population of California: US Census data4 reports 39.4% Hispanic/Latino, 36.5% White (not Hispanic/Latino), 15.5% Asian, 6.5% Black or African American, 0.8% American Indian and Alaskan Native, 0.5% Native Hawaiian and other Pacific Islander, and 4% two or more races. (US Census methodology includes Hispanic/Latino as an ethnicity that may be embedded in other reported race categories).

The program’s efforts toward the short and long-term goals include offering financial aid and scholarships, building the pipeline, conducting outreach, , and providing student support services to enroll and graduate underrepresented students who more closely reflect California’s population. Strategies include:

• Offer robust diversity scholarships and financial aid counseling. • Increase visibility of our URG faculty and preceptors on our recruitment materials and events. • Increase engagement during the application process, offering pre-requisite course counseling, financial aid services, and guidance to complete enrollment steps following an acceptance offer. • Inform students of the URG support services at UCI and identify potential mentors in the COHS and community at large. • Leverage UCI’s strength in recruitment of URG students into undergraduate degree programs. UCI is a Minority Serving Institution (MSI) and a Hispanic-Serving Institution (HSI). • Conduct recruitment events for URG undergraduate students at UCI. According to information provided by PharmCAS, the centralized pharmacy school application service, UCI is the top feeder institution into pharmacy schools in the U.S. ● Leverage the existing diverse Pharmaceutical Sciences BS program as a source of top candidates for the UCI PharmD program by implementing an accelerated program to earn B.S. and PharmD degrees in seven, as opposed to eight, years, leveraging the support of existing undergraduate academic counselors to guide them along this pathway. • Conduct outreach to pre-health programs in high schools and community colleges. • Conduct targeted outreach through MSIs and Historically Black Colleges and Universities (HBCUs). • Promote the program at recruitment fairs specific to health professions, and specific to recruitment of diverse students (such as the California Forum for Diversity in Higher Education and the Atlanta University Center Consortium, which draws from HBCU campuses Spelman, Morehouse, and Clark Atlanta). • Partner with the UCI School of Medicine’s Leadership Education to Advance Diversity-African, Black, and Caribbean (LEAD-ABC) program to build substantial peer communities.

3 World Population Review https://worldpopulationreview.com/states/california-population 4 US Census https://www.census.gov/quickfacts/fact/table/CA,US/PST045219 18 Irvine/PharmD/PharmD New program New PDST • Work closely with UCI’s Office of Inclusive Excellence and the SHSCoHS Diversity and Inclusion Office on strategic programming for engaging and retaining diverse students. • Appoint a Diverse Educational Community and Doctoral Experience (DECADE) mentor dedicated to PharmD students; these mentors serve as a resource for students and faculty. • Appoint an Associate or Assistant Dean for Diversity, Equity, and Inclusion for the school that will support diversifying all programs, and recruitment and retention efforts for faculty, staff, and students. • Retain students through providing holistic and culturally appropriate support (e.g. UCI Be Well student services: Community Roots Festival, Cultural Connections, Deconstruction Zones, English Conversation Program, and Multicultural Center, as well as the campus social workers, dedicated licensed psychologist for graduate students only) needed to thrive in the program: support comes from faculty and staff in the school as well as programs, initiatives and affinity groups at UCI, for example, Black Thriving Initiative, Excelencia in Education, Society for Advancement of Chicanos and Native Americans in Science @ UCI, UCI American Indian Alumni Association, and Asian Pacific Americans in Higher Education. Students will be mentored by faculty and peers to engage with professional organizations and groups dedicated to promoting minorities in pharmacy.

In addition, the program will model strategies currently used in the existing Department of Pharmaceutical Sciences (the founding department of the SPPS) and leverage existing UCI resources for at-risk groups in order to retain PharmD students and optimize their chances of success. For example, recognizing the varying needs of the diverse students included in current undergraduate and graduate populations, student affairs staff participate in campus training and maintain certifications as allies for students who identify as LGBTQ, undocumented, differently abled, veterans, and other groups that may experience discrimination and/or other barriers to success. The student affairs office currently has robust programming for specific groups of undergraduates identified as high-risk: commuter students; first generation, low income, and underrepresented first-year college students; and transfer students with the goal of increasing retention in populations of students who have historically left the STEM field for a variety of reasons. These targeted programs include population-specific activities, guidance for navigating a large university, introductions to relevant services across campus, mandatory counseling from student advisors, mentoring by faculty, and opportunities to build substantial peer communities.

As a foundation for achieving the stated goals, the school’s Diversity, Equity, and Inclusion Committee (DEIC) has developed a five- year plan, which outlines long and short-term goals, each with strategies, tactics, assessment methods, benchmarks, and timelines. The goals and main strategies address efforts toward student, staff, and faculty diversity. Additionally, the school is adding a new position for an Associate Dean of Diversity, Equity, and Inclusion to drive these goals, implement, and assess outcomes of the strategies.

The school’s DEIC is made up of faculty, staff, and BS and PhD students (PharmD students will be included once the program launches). After the first year, and on at least an annual basis, the DEIC will conduct formative assessments of the diversity plan and progress toward the established goals, analyze specific tactics to identify which are most effective, and seek opportunities to incorporate new tactics based on best practices. For example, in the height of the Black Lives Matter protests, the dean recognized that

19 Irvine/PharmD/PharmD New program New PDST the previously created diversity, equity, and inclusion plan was likely inadequate, and charged the DEIC with overhauling the plan, which is now more proactive, immediate and action-oriented. The plan includes specific actions to advance DEI for our students, staff, and faculty. Data for assessment will be collected through demographic data, surveys, town halls, and/or focus groups within each population. Specific efforts related to faculty diversity are described below.

Recruit, retain, and advance a diverse campus community of faculty, staff, and students • Faculty and Staff • Identify and address barriers to recruitment (preceptors and volunteer faculty recruited with same diversity goals as core faculty). • Identify and address barriers to retention/advancement. • Students • Identify and address barriers to recruitment using evidence-informed networking practices with professional associations (e.g., collaborations with national pharmacy associations and other conference venues, adopt proven tools such as American Pharmacists Association Career Pathway Evaluation Tools to support goal setting and navigation from pre- enrollment through recruitment). • Identify and address barriers to retention/advancement by drawing on current UCI Climate Survey data to discern equity and inclusion issues; facilitate conversations, initiatives, and actions at school-wide equity/climate committee. • Conduct outreach initiatives, starting with middle school, including sponsored staff visitations/presentations and sponsored health care events at targeted schools/vulnerable Orange County communities to bring awareness about professional opportunities; host prospective science undergraduates/community college students on course/campus visits.

Create and maintain an inclusive and equitable program culture that is aligned with school and department cultures. • Consistently and clearly communicate the message that diversity, equity, and inclusion are a priority for the program. • Facilitate learning and development of faculty, staff, and students to improve diversity and inclusion efforts in all areas, including extending current proven training programs provided by UCI and COHS, such as implicit bias, anti-racism, and LBGTQ support training curricula into designated professional training for students, faculty, and staff. • Develop curriculum within current courses offered to undergraduate and graduate students, including information on health disparities, microaggressions, implicit bias, and contributions of underrepresented groups to science and health fields. Equip students with tools and opportunities to interact with underserved and diverse communities through experiential education and co-curricular activities such as public health fairs. • Invite guest speakers from diverse backgrounds and facilitate opportunities for students to interact with guests. • Ensure equitable access for students in all programs to technology, wellness resources, and mentorship.

20 Irvine/PharmD/PharmD New program New PDST Maintaining an inclusive and equitable program culture is key to recruitment and retention. Throughout the didactic and experiential curriculum, as well as co-curricular activities, PharmD students develop cultural competency skills to serve diverse populations, so that once they enter the workforce they can provide care that accounts for values, perspectives, and beliefs of patients, and finds ways to work with communities to overcome health disparities. The culture students experience within the program thereby promotes diversity, equity, and inclusion values into the greater community. Faculty, staff, and students have a stake in the culture and provide feedback through town halls, surveys, and other tools; and understand procedures for reporting and addressing concerns.

V.c. For established programs, please comment on the trend in enrollment of students from low socioeconomic backgrounds (e.g., students who received Pell Grants as undergraduates). What are your strategies for promoting access for students from low socioeconomic backgrounds?

The UCI PharmD program will begin enrolling students in fall 2021; trend data are not available. Barriers to students with low socioeconomic status will be addressed through financial aid offered by the program and scholarships offered on a national level. Financial aid will be awarded primarily based on need, to ensure equitable educational access. Over half of all aid dollars are earmarked for students who report economic, environmental, and geographic indicators as defined by the US Health Service and Resource Administration (HRSA) on their application materials, for example: family income, graduation from a high school with low graduation rates, recipient of public assistance, residence in a Health Profession Shortage Area or Medically Underserved Area5, or first generation college student. Approximately 60% of students (36 students in the inaugural cohort) are expected to benefit from some form of needs-based, merit-based, or diversity-based scholarship and of those students, many are likely to receive a combination of aid packages (for example, merit and need). Beyond tuition and fee support, the program will help mitigate indebtedness at graduation through multiple efforts: connecting students with professionals in industry through broadening the existing seminar series and adding networking events, providing private scholarship opportunities identified and cultivated by program advisors and the school development officers, and offering financial management resources and workshops.

V.d. For established programs, how does your program compare with other programs in terms of gender parity? What is your strategy for promoting gender parity (that is compliant with Proposition 209) in your program? For new programs, how do you anticipate your program will compare with other programs in terms of gender parity, and why? What will be your strategy for promoting gender parity in your program?

5 US Health Service and Resource Administration: Shortage Designation Scoring Criteria | Bureau of Health Workforce (hrsa.gov) 21 Irvine/PharmD/PharmD New program New PDST The program expects gender enrollment to align with nationwide trends, which are 64% female6. According to the American Association of Colleges of Pharmacy (AACP) 2019-2020 Profile of Pharmacy Faculty7, 51% of pharmacy faculty are female. According to the US Bureau of Labor Statistics, national trends mirror enrollment trends, with 63.4% of pharmacists reported as female. The program can learn from successful practices in the fields of nursing and public health to develop interest and engagement of prospective male students, including inclusive outreach practices and financial support. As an example of plans to promote greater gender parity overall, during recruitment information sessions and faculty spotlights, male and female faculty and preceptors will be featured equally, and images used on recruitment materials will also show equal representation of gender. The American Association of Colleges of Pharmacy 2019-20 report showed gender parity of full-time faculty. However, there are increasing reports of a disparity of women in pharmacy leadership roles8. The program will learn from successful practices in health professions to develop graduates to take leadership positions and help mitigate this gap.

V.e. In the final year of your multi-year plan, how do you expect the composition of students in your program to compare with the composition identified in the table above with respect to underrepresented minority students, Pell Grant recipients, and gender? Explain your reasoning.

Since this is a new program, the multi-year plan covers the completion of the first entering cohort through graduation. The program will focus on broadening outreach and increasing URG enrollment year over year, improving gender parity, and attracting and retaining students with identified low socioeconomic indicators such as Pell Grants. Strategies to achieve goals include: holistic admissions processes, participation in outreach events targeting and/or organized by diversity students, engaging URG alumni in recruitment events, engaging current students in outreach to younger students in under-served areas, and partnering with the entire college for coordinated efforts attracting a broader spectrum of students to the health professions. Starting with the first admissions cycle, strategies will be assessed for effectiveness and adapted as needed to demonstrate progress toward the goals by the final year of the plan.

6 AACP https://www.aacp.org/sites/default/files/2020-05/fall-2019-pps-enrollments.pdf 7 AACP https://www.aacp.org/article/academic-pharmacys-vital-statistics 8 White SJ, et al. ASHP Women in Pharmacy Leadership Steering Committee Final Report to the ASHP Board of Directors. October 2016. https://www.ashp.org/-/media/assets/clinical-specialist-and-scientist/docs/women-in-pharmacy-leadership-steering-committee-paper Albert E. Women in Pharmacy Leadership: Where are We in 2018? https://www.pharmacytimes.com/publications/career/2018/CareersFall2018/women-in- pharmacy-leadership-where-are-we-in-2018 22 Irvine/PharmD/PharmD New program New PDST V.f. In the tables below, please provide details about the faculty diversity of the school or department that houses your program. (If the program is offered primarily by a single department, please provide data for that department. If the program is offered by a school, please provide school-level data instead. If the program draws faculty from multiple schools or departments, please include two tables for each school/department.) Note: "All Faculty" represents academic appointees in a program of instruction and research that have independent responsibility for conducting approved regular University courses for campus credit. "Ladder Rank and Equivalent" faculty are faculty holding tenured or non-tenured titles in an appointment series in which tenure may be conferred. Academic title series that have been designated by the Regents as “equivalent” to the Professor series are termed equivalent ranks. Titles in the ladder-rank and equivalent ranks are also referred to as tenure track titles since they represent the titles which confer tenure or which permit promotion to tenure.

All Faculty (School or Department) Ladder Rank and Equivalent Faculty (School or Department) Ethnicity 2017-18 2018-19 2019-20 Ethnicity 2017-18 2018-19 2019-20 Black/ African/ African Domestic 0.0% 0.0% 0.0% Black/ African/ African Domestic 0.0% 0.0% 0.0% American International 0.0% 0.0% 0.0% American International 0.0% 0.0% 0.0% Domestic 8.3% 7.7% 11.8% Domestic 9.1% 8.3% 7.1% Hispanic/ Latino(a) Hispanic/ Latino(a) International 0.0% 0.0% 0.0% International 0.0% 0.0% 0.0%

American Indian Domestic 0.0% 0.0% 0.0% American Indian Domestic 0.0% 0.0% 0.0%

Native Hawaiian Domestic 0.0% 0.0% 0.0% Native Hawaiian Domestic 0.0% 0.0% 0.0%

Domestic 16.7% 15.4% 11.8% Domestic 18.2% 16.7% 14.3% Asian/ Pacific Islander Asian/ Pacific Islander International 0.0% 0.0% 0.0% International 0.0% 0.0% 0.0% Domestic 75.0% 76.9% 76.5% Domestic 72.7% 75.0% 78.6% White White International 0.0% 0.0% 0.0% International 0.0% 0.0% 0.0% Domestic 0.0% 0.0% 0.0% Domestic 0.0% 0.0% 0.0% Two or More Races Two or More Races International 0.0% 0.0% 0.0% International 0.0% 0.0% 0.0% Domestic 0.0% 0.0% 0.0% Domestic 0.0% 0.0% 0.0% Other/ Unknown Other/ Unknown International 0.0% 0.0% 0.0% International 0.0% 0.0% 0.0% Percentage by Gender 2017-18 2018-19 2019-20 Percentage by Gender 2017-18 2018-19 2019-20 Female 16.7% 23.1% 35.3% Female 18.2% 25.0% 28.6% Male 83.3% 76.9% 64.7% Male 81.8% 75.0% 71.4% Non-Binary/Unknown 0.0% 0.0% 0.0% Non-Binary/Unknown 0.0% 0.0% 0.0%

23 Irvine/PharmD/PharmD New program New PDST V.g. What are your campus efforts and, specifically, your program’s current and proposed efforts (that are compliant with Proposition 209) to advance the recruitment and retention of diverse faculty?

The data in the above Faculty Diversity Table represents the current Department of Pharmaceutical Sciences (DPS, the founding department of the SPPS), which currently has 18.5 ladder-rank faculty FTE, and the new Department of Clinical Pharmacy Practice (DCPP), which houses the faculty primarily responsible for delivering the curriculum and mentoring students in the PharmD program. The DCPP has hired nine founding faculty in the past year and plans to hire four more in 2020-21. The SPPS has a unique opportunity to build a diverse faculty for the new department with each hire and is conducting the searches with diversity as a top priority, including outreach through national organizations of diverse pharmacist groups, such as the National Hispanic Pharmacists Association and the Association of Black Health System Pharmacists. Faculty have also sent out recruitment advertisements to faculty members who are minorities at other schools of pharmacy. The efforts to hire diverse founding faculty have been effective so far: of the nine faculty hired in 2019-20, six are female, six Asian/Pacific Islander, and one Black/African-American – please note that the start dates are in 2020 so data are not yet shown in Table 5B. The DPS recognizes the need to improve diversity and is implementing recruitment strategies, such as utilization of UCI’s inclusive excellence programs, to hire more female and URG faculty. Inclusive excellence programs include incentive funds for diverse faculty hires, programs to ensure inclusive culture such as dependent care funds available for conference travel, and support for increasing female faculty in STEM fields. During faculty recruitment, the school advertises in publications targeting diverse populations and conducts outreach through professional organizations of diverse affinity groups. The faculty equity advisor plays a key role throughout the faculty recruitment process, beginning with conducting training on implicit bias and best practices for all members of the search committee at the beginning of each recruitment cycle. To ensure that diversity, equity and inclusion are incorporated in faculty searches, committees weigh the UCI-mandated submission of a diversity, equity and inclusion statement from all applicants. The school is devoting resources to the appointment of an associate dean for diversity, equity, and inclusion to drive initiatives to increase diversity within students, staff, and faculty.

As noted earlier, the first goal of the program’s Diversity, Equity, and Inclusion plan is to recruit, retain, and advance a diverse community of faculty (including preceptors), staff, and students. The program is working closely with UCI’s Office of Inclusive Excellence, which has targeted diversity faculty hiring and mentoring programs. The strategies include identifying both barriers to recruitment, retention, and advancement, and best practices to address these barriers, through an analysis of current demographic data and best practices. The DEIC will create and monitor specific diversity goals, strategies, metrics, and assessment tools to support recruitment, retention, and advancement. For example, to impact faculty retention, strategies include faculty mentoring, training, and professional development programs. Responsibility for diversity recruitment and retention is built into all administrative faculty job descriptions and is an explicit expectation for all faculty and committees.

24 Irvine/PharmD/PharmD New program New PDST VI. FINANCIAL AID STRATEGY AND PROGRAM AFFORDABILITY VI.a. What are your financial aid/affordability goals for your program? How do you measure your success in meeting them? How will your financial aid strategies (e.g., eligibility criteria, packaging policy) help achieve these goals?

Our financial aid and affordability goals include the following:

1. Offer robust financial aid packages The primary financial and affordability goal of our program is to ensure that sufficient financial aid resources are available, creating a viable educational pathway for all students. Barriers to students with low socioeconomic status will be addressed in part through financial aid offered by the program and scholarships offered on a national level. Financial aid will be awarded primarily based on need, as identified by FAFSA applications or student self-identification through the personal history statements in their admissions application (e.g., Pell Grant recipient).

The program has budgeted a total of 43% of PDST revenue as return-to-aid (RTA), significantly exceeding the 33% mandated by UC RTA policy, for total of approximately $3.89 million in RTA in the final year of the plan. The largest portion of the RTA funds will be used to award need-based aid and will target students from low socioeconomic backgrounds and first-generation college students. Given the high cost of graduate education, we believe by providing a substantial scholarship to a student in need who might otherwise see the financial investment as a barrier (vs. assessing a lower PDST for all students, which would reduce each student’s costs by a few thousand dollars) would help ensure we create a viable educational pathway for all students. The program anticipates that 60% of students in each cohort will receive some financial aid, with a minimum aid award of $10,000 or exceeding $20,000 per year for students most in need. The proposed scholarship plan would potentially reduce the total program tuition cost for a financially needy student by $75,000 (40%) across the four-year program.

In addition to RTA funds generated by PDST revenue, fundraising for scholarships to support PharmD students is one of the program’s philanthropic goals. A development officer dedicated to the school is currently working with administrators to identify corporations and individuals as prospects to approach for inaugural gifts to create a scholarship program for underrepresented minorities. Fundraising goals specific to the PharmD include securing five student scholarships that would award $20,000 per year and creating an endowment fund to generate further annual scholarships by 2025. For example, an endowment based on a $3 million dollar gift would generate $128,000 worth of scholarships annually.

2. Ensure Inclusivity To support student diversity, the program will focus on outreach to students from low socioeconomic backgrounds, first- generation students, and URG students via recruitment among current UCI undergraduates, graduate fairs, and social media. URG

25 Irvine/PharmD/PharmD New program New PDST students may be eligible for a combination of diversity, need-based, and merit-based scholarships for a significant reduction in the total program cost, ranging from $75,000 to $150,000 per student, roughly 40-80% of total program costs. Combining multiple financial awards together leads to a more robust, competitive aid package which is expected to contribute to successful recruitment of a broad range of diverse students, consistent with UC Regents policy, i.e., a variety of personal experiences, values and worldviews arise from differences of culture and circumstance.9 The program is working closely with UCI’s Office of Financial Aid and Scholarships on the criteria and implementation of financial aid packages and scholarships.

3. Mitigate indebtedness at graduation Beyond tuition and fee support, the program will help mitigate indebtedness at graduation by providing all students with a laptop, tablet, software, and lab supplies that are theirs to keep, so that students do not incur additional costs for instruction. This is also intended to create equitable access and a culture of inclusivity for all enrolled students. Faculty and staff will connect students to industry and private scholarship opportunities and financial management resources. Finally, the school will provide travel awards to conferences and professional organizations to support professional development and job placement (supported through school funds rather than PDST).

Professional organizations such as the American Association of Colleges of Pharmacy (AACP) have student resources related to scholarships and financial management available on their website10 and through student chapters. There are a growing number of scholarships, grants, and awards available, provided by industry and private donors.11 The program will promote and publicize these opportunities to students via multiple communication efforts, such as email, in person advising, and social media. Dedicated financial aid staff in the program will assist students to identify and apply for these opportunities through workshops and individual counseling. During recruitment and admissions, students will be provided with detailed information delivered in face- to-face meetings, written materials, and digitally via the internet and social media.

Assessment of the financial aid program success will be ongoing. On an annual basis, the program will collect data on student diversity demographics, student loans, student scholarships, grants, fellowships, and awards. Indicators of success include increased enrollment of low-income students, average debt per student comparable to public California programs, and placement of graduates into careers of their choice, including into public service.

9UC Board of Regents policy 4400: https://regents.universityofcalifornia.edu/governance/policies/4400.html#:~:text=Diversity%20%E2%80%93%20a%20defining%20feature%20of,differences%2 0of%20culture%20and%20circumstance 10 AACP Financial Literacy Resources https://www.aacp.org/resource/financial-literacy 11 AACP list of scholarships, grants and awards https://www.aacp.org/resource/financial-aid-and-scholarships

26 Irvine/PharmD/PharmD New program New PDST

Graduating Class 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 Percent with Debt N/A N/A N/A N/A N/A N/A Cumulative Debt among Students with Debt N/A N/A N/A N/A N/A N/A

VI.b. For established programs, please comment on the trend in the indebtedness of students in your program. What impact do you expect your proposed Professional Degree Supplemental Tuition levels and financial aid plan to have on this trend?

N/A. The PharmD program will begin enrolling students in fall 2021.

2018-19 Average Debt at Graduates Graduation among Median Salary Est. Debt Payment as with Debt Students with Debt at Graduation % of Median Salary This program N/A N/A N/A N/A Public comparisons 85% $147,938 $130,963 16% Private comparisons 85% $213,090 $130,963 23%

Sources: UC: The program is new and no debt are available. Comparison institutions: AACP 2020 National Graduating Student Survey, mean student-reported indebtedness at graduation for all public and private programs https://www.aacp.org/search/content?keys=national+summary+report

Additional comments: AACP National Graduating Student Survey uses student-reported data on indebtedness at graduation. National median starting salary used for both public and private comparisons (California-specific data not available).

VI.c. Please describe your program’s perspective on the manageability of student loan debt for your graduates in light of their typical salaries, the availability of Loan Repayment Assistance Programs, loan repayment plans, and/or any other relevant factors.

The program understands the concerns of graduates regarding student loan debt, particularly for students who have debt from their undergraduate degree in addition to debt from a professional degree. The latest National Pharmacist Workforce Study in 2019 reported that mean student loan debt of pharmacists at graduation was $142,87512. An additional finding was that females tended to have more student loan debt than males. The AACP conducts an annual survey of graduating PharmD students nationwide; 2020 data show mean indebtedness of $179,514--students from public universities reported median indebtedness of $147,938; students from private

12 https://www.aacp.org/sites/default/files/2020-03/2019_NPWS_Final_Report.pdf 27 Irvine/PharmD/PharmD New program New PDST universities reported indebtedness of $213,090 (shown in table above). During the program, we will provide seminars and individual counseling for students to provide information on financial planning and management, and assist with identifying programs for loan forgiveness and repayment, such as the NIH Loan Repayment Program and the Public Service Loan Forgiveness Program.

The program believes debt will be manageable since graduates will be well prepared and competitive applicants for jobs and residencies due to the high quality of the program content and faculty. The mean annual salary for pharmacists nationally in 2019 was $125,510 and the mean 2019 salary for pharmacists in California was $144,050.13 According to a 2017 ranking of pharmacy schools by starting salaries of graduates, the average starting salary nationally was $130,963, and California pharmacy schools (UCSF, USC, and University of the Pacific) held three of the top five salary rankings nationwide.14 The UCI PharmD expects graduates to command high starting salaries comparable to these California peer institutions.

VI.d. Please describe any resources available to students in your program, while enrolled or following graduation, to promote lower-paying public interest careers or provide services to underserved populations. Examples may include targeted scholarships, fellowships, summer or academic-year internships, and Loan Repayment Assistance Plans.

Students in our program will participate in public service through interprofessional education with medical, nursing and public health students, co-curricular activities, and student organizations, which will inform their understanding of public interest careers; for example, students from all programs will collaborate in providing direct patient care at student-run free clinics. During the pharmacy practice experience component of the program, students interact with diverse patient populations (age, gender, race/ethnicity, socioeconomic factors, and disease states) which increases their knowledge and appreciation of the wide range of patient populations pharmacists can serve as future practitioners. The curriculum includes cultural competencies designed to promote the ability to effectively provide services and advocate for underserved populations, and to identify health disparities and solutions. The program has budgeted a staff career counselor to assist students with identifying placement opportunities after graduation, which includes public interest careers, such as the U.S. Public Health Service or Indian Health Service. At this time, the program does not plan to offer financial resources for students that are specific to public-interest career choices; however, students will be advised on state and national programs such as the NIH Loan Repayment and Public Service Loan Forgiveness programs.

13 https://www.bls.gov/oes/current/oes291051.htm 14 https://www.pharmacist.com/article/top-20-pharmacy-schools-ranked-starting-salary 28 Irvine/PharmD/PharmD New program New PDST VI.e. Do graduates of your program who pursue public interest careers (as defined by your discipline) typically earn substantially less upon graduation than students who enter the private sector? If so, what steps does your program take to ensure that these careers are viable in light of students’ debt at graduation?

Pharmacists in public interest careers, such as within the California Department of Public Health or the US Food and Drug Administration, do not typically earn substantially less upon graduation. However, graduates choosing to pursue residencies after graduation will have lower salaries for a one to two-year time period, but will be eligible for loan deferment programs during this time period; and will subsequently be positioned to qualify for more specialized, higher paying positions post residency. Students who enter somewhat lower-paying jobs will be counseled to apply for federal income-driven repayment plans, which cap monthly payments based on salary. There are multiple programs in place on a national and state level which promote public interest careers through loan repayment incentives. Pharmacists are eligible for the NIH Loan Repayment Program,15 which pays up to $70,000 of student loan debt in exchange for a two-year commitment to conduct research funded by a nonprofit or governmental institution. California’s state loan repayment program for pharmacists who work full time in Health Professional Shortage Areas provides up to $50,000 in loan repayment16. Pharmacists who work in governmental or non-profit organizations (e.g., Veteran’s Administration, Food & Drug Administration, health departments or state boards) can also qualify for Public Service Loan Forgiveness programs.17

VI.f. Please describe your marketing and outreach plan to prospective students to explain your financial aid programs.

Marketing and outreach efforts to prospective students have a multi-pronged approach. Faculty, staff, and students will represent the program at professional conferences, graduate student fairs, and other venues, and will be prepared with digital materials and information to provide verbally to students on financial aid opportunities. Information will be clearly stated and readily accessible on the website. During campus visits and admissions interviews, financial aid information will be provided in written and verbal forms, taking into consideration barriers faced by first-generation students and URG students and parents. The program will have dedicated student services staff to assist with financial aid (budgeted for a full-time student affairs position), to answer both prospective and current student questions, and identify opportunities for external sources of funding.

15 National Institutes of Health Loan Repayment Program https://www.lrp.nih.gov/ 16 OSHPD California Loan Repayment Program https://oshpd.ca.gov/loans-scholarships-grants/loan-repayment/slrp/ 17 US Public Service Loan Forgiveness Program https://studentloans.gov/myDirectLoan/pslfFlow.action#!/pslf/launch

29 Irvine/PharmD/PharmD New program New PDST VI.g. Does your program make information available to prospective students regarding the average debt and median salary of program graduates? If so, how does your program approach sharing this information? If not, why not?

The program will provide information to prospective students regarding average debt and median salary of pharmacists; the marketing materials and website already detail options for financial aid, financial planning tools, and debt repayment as described above. Additionally, during the recruitment outreach and application period, faculty and staff will provide clear information and be prepared to address prospective students’ questions and concerns.

VII. OTHER VII.a. Please describe any other factors that may be relevant to your multi-year plan (such as additional measures relating to your program’s affordability, measures that assess the quality of your program, etc.).

The program’s proposed PDST revenues are not projected for uses related to COVID-19 response. However, the program has developed contingency plans that address scenarios such as state budget cuts, reduced enrollment, and the need to deliver segments of instruction virtually. Recruitment and outreach will be conducted online: participation in virtual fairs and conferences, webinars, and personal outreach through video and audio calls. UCI, and the school, have quickly learned and adapted teaching methods to ensure students continue to learn during the COVID-19 pandemic. Fortunately, UCI has an excellent track record of innovative education, and the campus offered multiple programs to assist faculty with changing their courses to remote learning platforms. The school has an existing fully online master’s program in Pharmacology; therefore, many of our faculty are comfortable with developing online courses and conducting both synchronous and asynchronous methods of virtual learning. The knowledge and experience gained will benefit the PharmD program should remote learning be necessary in fall 2021. For example, eleven of the sixteen didactic courses in the first year of the program could be delivered remotely, through synchronous or asynchronous methods, and experiential courses could be delivered in a hybrid format.

The program has an assessment plan that evaluates the program across multiple areas: curriculum, diversity, student satisfaction, and students’ achievement of PharmD educational outcomes and to ensure PharmD graduates are both team-ready and practice- ready. Rigorous assessment is required for achieving and sustaining accredited status for the program and will ensure goals are met.

30 Irvine/PharmD/PharmD New program New PDST VIII. QUESTIONS FOR PROGRAMS PROPOSING TO CHARGE PROFESSIONAL DEGREE SUPPLEMENTAL TUITION FOR THE FIRST TIME IN SUMMER OR FALL 2021 VIII.a. Please describe the program for which you propose to charge Professional Degree Supplemental Tuition, including: Is the program new or existing? If new, what is the status of the program proposal with the Coordinating Committee on Graduate Affairs (CCGA), the systemwide Academic Senate committee responsible for reviewing and approving proposals for new graduate degree programs, and with UCOP? Please note that the President must approve implementation of the program. Program approval at both the campus and systemwide levels is necessary for program implementation. A proposed new program that a campus has submitted to CCGA and UCOP may apply for PDST approval before receiving formal program approval; PDST approval by the Regents would be contingent on final program approval by the Academic Senate and the President, however, and no student charges may be imposed in advance of final program approval.

The PharmD is a new program at UCI proposing to charge PDST starting in fall 2021. The PharmD has been approved by CCGA and UCOP as of July, 2020. The application is currently under review by the Western Association of Schools and Colleges, Senior College and University Commission (WSCUC) for a Substantive Change. The Accreditation Council of Pharmacy Education (ACPE) Board has approved a virtual site visit to be held November 4-5, 2020; the Board will utilize site team recommendations to consider awarding pre-candidacy status in January 2021.

VIII.b. Why is it appropriate for this program to charge Professional Degree Supplemental Tuition? In what ways is the program “professional” rather than “academic”?

The PharmD is a professional degree, similar to a Doctor of Medicine (MD) or Doctor of Dental Surgery (DDS). The program requires significant experiential clinical hours in multiple healthcare settings to prepare for a variety of pharmacist careers. In order to practice as a pharmacist, graduates must earn the degree and successfully pass the North American Pharmacist Licensure Examination (NAPLEX). Additionally, to practice in California, students must pass the California Practice Standards and Jurisprudence Examination (CPJE) for Pharmacists. During the program, students will be provided with thorough didactic instruction and experiential experiences to adequately prepare them for these professional licensure examinations.

31 Irvine/PharmD/PharmD New program New PDST

PART B

IX. STUDENT AND FACULTY CONSULTATION The Regents’ Policy on Professional Degree Supplemental Tuition requires each plan to include information about the views of the program’s student body and faculty on the proposed multi-year plan, which may be obtained in a variety of ways. Campuses are expected to have engaged in substantive consultation with students and faculty primarily in the year in which a new multi-year plan is prepared. At the program level, consultation should include information on (a) proposed new or increased PDSTs for 2021-22 and multi-year plans for any proposed increases thereafter, (b) uses of PDST revenue, (c) PDST levels/increases in the context of total charges, (d) issues of affordability and financial aid, (e) opportunities and support to pursue lower-paying public interest careers, (f) selection of comparator institutions, (g) diversity, and (h) outcomes for graduates of the program (e.g., career placement of graduates, average earnings, indebtedness levels).

Consultation with students in the program (or likely to be in the program) IX.a. How did you consult with students about the PDST levels proposed in your multi-year plan? Check all that apply and elaborate in Section IX.b. (For proposed new PDST programs and one year programs) A good faith effort was made to discuss the plan and solicit feedback from prospective students and/or students from a related program (please describe): 1. Virtual town hall meeting on June 16, 2020 with students currently enrolled in the undergraduate Pharmaceutical Sciences program with plans to enroll in a PharmD program after graduation and UCI undergraduate alumni who are currently in pharmacy school or planning to apply to pharmacy school. 2. In-person town hall meeting on May 13, 2019 with students currently enrolled in the undergraduate Pharmaceutical Sciences program with plans to enroll in a PharmD program after graduation. 3. Marketing survey conducted in October 2015 by Campos, Inc. of prospective students.

Scheduled in-person or virtual town-hall style meetings with students in the program to discuss the plan and solicit feedback Convened in-person or virtual focus groups of students in the program to discuss the plan and solicited feedback Convened in-person or virtual focus group with students representing underrepresented populations in your program to discuss the plan and solicit feedback Described the plan to students in the program via email, solicited their feedback, and reviewed the comments received

32 Irvine/PharmD/PharmD New program New PDST Other (please describe): Text

IX.b. Below, please elaborate on all student consultation undertaken as part of this proposal - for each consultation effort, provide the date, the number of participants, how participants were chosen, description of consultation method, etc. - and provide a summary of student feedback acquired during the opportunities for consultation selected above. If students provided written feedback, please also attach that feedback to this document. Lastly, please describe below any proposal changes that resulted from this feedback.

1. June 16, 2020: A virtual town hall meeting was held with students currently enrolled in the undergraduate Pharmaceutical Sciences program at UCI who self-identified as interested in pursuing a PharmD degree and UCI undergraduate alumni who are currently in pharmacy school. An email invitation and two follow up reminders were sent to all Pharmaceutical Sciences undergraduate majors and to UCI’s Pre-Pharmacy Society members (the student organization is open to all majors). The invitation specified that we sought participation of students who planned to apply to pharmacy school after graduation. An invitation was also sent through the alumni organization Anteaters in Pharmacy, requesting participation by graduates currently enrolled in or applying to pharmacy school. Students and alumni were motivated to attend by the opportunity to meet the new dean and to learn about the proposed UCI PharmD. . A total of 16 people attended, equally split between current students and alumni. During the meeting, the founding dean, associate dean of students, director of student affairs, and assistant chair described the PharmD, including an explanation of the proposed fee structure and the concept of PDST, and asked for participant input via polls and discussion format. In addition to the explanation of PDST, the overall projected tuition costs were shown for UCI, and for other California pharmacy schools as a comparison. Live polls were conducted during the virtual session to collect valuable feedback; participants were also invited to ask questions, provide open-ended feedback, and engage in discussion.

Key Feedback 2020 Important uses of PDST (in order of highest response rate). Participants could select multiple answers in poll. • Financial Aid/Scholarships (94%): participants emphasized need-based and diversity scholarships • Technology (81%): including hardware, software, and hot spots for students with internet accessibility constraints • Labs/facilities (81%) • Student organization support (69%) • Supplies provided by program rather than purchased by student (56%) • Faculty (44%)

33 Irvine/PharmD/PharmD New program New PDST • Staff (38%): participants value a “kind” admissions officer with whom prospective students may develop a relationship and receive application assistance and a dedicated career services staff for assistance with professional development, networking, and career options • Student travel to conferences/professional meetings support (38%)

Participants were asked about the most important factors in choosing a pharmacy school, and the top factors were location, tuition, and accreditation status. Students expressed a preference for staying in California, and for schools in areas that provide opportunities for employment and networking. Students indicated preferences for a four-year program because they have time to explore other options during summers. Participants did not provide specific feedback on fee levels.

2. May 13, 2019: A virtual town hall meeting was held with students currently enrolled in the undergraduate Pharmaceutical Sciences program at UCI who self-identified as interested in pursuing a PharmD degree. All students in the undergraduate program were invited to attend via email invitation and follow up emails. The invitation specified that we sought participation of students who planned to apply to pharmacy school after graduation. Students were incentivized to attend to learn about the proposed UCI PharmD and to meet the new dean; pizza and cookies were also provided. A total of 15 students attended, all of whom were Pharmaceutical Sciences undergraduate majors interested in pharmacy school, primarily second and third year students. During the meeting, the founding dean, director of student affairs, and assistant chair described the planned PharmD and School of Pharmacy and Pharmaceutical Sciences, including an explanation of the proposed fee structure and the concept of PDST, and asked for participant input on a variety of questions. As of that meeting date, the exact PDST amount and overall program cost had not yet been determined, but examples of other PharmD programs with PDST fee breakdowns were provided as examples to facilitate the discussion.

Key Feedback 2019 Program Costs • Availability of financial aid and financial support for students is a very important factor in choosing a pharmacy school • Students are concerned about indebtedness following graduation

Scholarships/financial aid • Students hoped the program would provide need-based scholarships, since merit scholarships are very competitive, so that more students could receive aid. • Students expressed need for diversity, a program ‘where I fit in’ • Students expressed need for clear information on financial aid options

34 Irvine/PharmD/PharmD New program New PDST Uses of PDST Important uses of PDST include: • Financial aid (need-based and diversity, in particular) • Electronic textbooks • Waived fees • Emotional/mental health resources; whole person counseling similar to current programming for undergraduate students enrolled in the B.S. in Pharmaceutical Sciences • Extracurricular options • Students valued opportunities to have internships, job shadowing, networking (alumni), mentoring, industry exposure, or other opportunities to prepare for professional work soon after graduation Less important: technology (such as tablet)

Student feedback from both 2019 and 2020 informed our proposal, specifically, with regards to the following: 1) the emphasis on scholarship support based on need and diversity 2) the uses of PDST funds to reduce student expenses and indebtedness, and to provide financial and career services. For example, the program added a laptop and clinical supplies (such as white coat, stethoscope, etc.) to ensure equality of access for all students and to reduce out of pocket expenses beyond tuition costs.

3. 2015: As an early part of the degree planning process, UCI engaged Campos, Inc. to conduct a marketing survey of 110 domestic and international individuals representing prospective enrollees in Pharm.D. programs. One of the research areas was program cost; questions were geared to determine optimal price point from a prospective student’s perspective, including identifying program costs that were so expensive as to discourage applications, costs so low that the program was perceived to be lower quality, and costs that were a bargain/great buy.

Key Findings: • Optimal price point for the program $52,363 annual cost • Respondents considered tuition to be getting too expensive above $61,000 • 30% of respondents identified program cost as a major barrier to applying to Pharm.D. programs • 67% of respondents identified cost as a “very important” or “important” factor in their decision

Since the input described above was collected prior to drafting the first multi-year proposal, it was a valuable component in shaping the proposal. Input from the 2015 survey was considered when examining the overall program cost.

35 Irvine/PharmD/PharmD New program New PDST

IX.c. In addition to consultation with program students and faculty, please confirm that this multi-year plan has been provided to the campus graduate student organization leadership and, if applicable, the program graduate student organization leadership. Each program is also encouraged to engage campus graduate student organization leadership (i.e., your GSA president) in the program’s student consultation opportunities. The program should provide graduate student leadership with an opportunity to provide feedback on the proposals. Full comments or a summary of those comments should be provided by the program.

Plan shared with AGS President Connor Strobel ______on September 15, 2020 . Campus graduate student organization (i.e., your campus’ GSA president) Comments or feedback was provided. Comments or feedback was not provided. Nature of feedback or full comments: AGS President requested clarification of the proposed difference in PDST between UCSD and UCI, e.g., start up costs or economies of scale. This was addressed in the revised proposal. He also recommended that proposal writers set a more ambitious URG enrollment goal for first cohort, based on the expected feeder population of UCI’s undergraduates, to create a strong foundation for subsequent years. After careful consideration, the program adopted aspirational benchmarks relative to UCI’s URG enrollments.

If applicable, plan shared with N/A on N/A . Program graduate student organization (i.e., your program council or department GSA) Comments or feedback was provided. Comments or feedback was not provided. Nature of feedback or full comments:

Consultation with faculty IX.d. How did you consult with faculty about the PDST levels proposed in your multi-year plan? Check all that apply and elaborate in Section IX.e. Agenda item at a regularly scheduled faculty meeting Scheduled in-person or virtual town-hall style meetings of faculty to discuss the plan and solicit feedback Convened in-person or virtual focus groups of faculty in the program to discuss the plan and solicit feedback Convened in-person or virtual focus group with faculty representing underrepresented populations in your program to discuss the plan and solicit feedback Described the plan to faculty in the program via email, solicited their feedback, and reviewed the comments received Other (please describe): Text

36 Irvine/PharmD/PharmD New program New PDST IX.e. Below, please elaborate on all faculty consultation undertaken as part of this proposal - for each consultation effort, provide the date, the number of participants, how participants were chosen, description of consultation method, etc. - and provide a summary of faculty feedback acquired during the opportunities for consultation selected above. If faculty provided written feedback, please also attach that feedback to this document. Lastly, please describe below any proposal changes that resulted from this feedback. Fall 2020 Faculty consultation was conducted virtually. Faculty were provided the draft proposal for review, and invited to provide input either via email or via attendance at a virtual focus group on September 9, 2020. Six faculty emailed comments; seven faculty attended the focus group to provide feedback.

Key Feedback: • Strongly support the 3 year accelerated BSPS as a way to reduce overall tuition expenses • Emphasis on ensuring the program has sufficient revenues to be sustainable • Support the additional 10% PDST directed to student aid as a recruitment tool • UCI’s program should be distinct from comparators • Encourage focus on diversity scholarships as a recruitment tool • Students care about location and cost • Questioned exclusion of international students; specifically those in the US earning BS at US institutions, including UCI; these are likely to be long-term residents of CA rather than students who would return to native country to practice. Ensure prospective students are aware that licensing in the US is not likely to transfer to other countries.

Fall 2019 Faculty consultation was conducted in two parts. First, the multi-year proposal was shared with the Pharmacy Planning Committee, a committee charged with oversight of the development of the School of Pharmacy and Pharmaceutical Sciences, PharmD degree, and accreditation process; this committee was composed of faculty from the Department of Pharmaceutical Sciences, School of Medicine, and UCI Health. Feedback was solicited during a regularly scheduled meeting of this group on September 26, 2019 in a focus group format.

Key Feedback: Program Cost: • “costs a lot more than when I went to school”

37 Irvine/PharmD/PharmD New program New PDST • Cost is high, compared to publics in other states • Cost should be aligned with other UCs • Important to talk to students about student loan debt and educate them about budgeting/financial health via seminars— starting at the undergraduate level • Earning capacity is strong, compared to other professions

Uses of PDST: • Funding faculty salaries • Scholarships are a very important component • Develop emergency fund to help students in crisis situations • “We’ll give them their money’s worth” – UCI’s “wow” factor: priority to provide an exceptional learning experience, high- quality role models, substantive research opportunities, and a spectrum of career/professional opportunities

Second, the full proposal was shared with key faculty in the Department of Pharmaceutical Sciences on September 30, 2019: the Vice Chair of Graduate Programs, Vice Chair of Undergraduate Programs, Vice Chair of Pharmacy Planning, Equity Advisor, and DECADE mentor. These faculty were selected due to their close involvement with students, especially URG students; feedback related to URG goals was specifically requested. Minimal feedback was received; however, faculty echoed the importance of developing strategies to achieve diversity targets.

Feedback received from faculty assisted proposers in confirming the uses of PDST were aligned with their priorities: accessibility and diversity. The proposal was updated to include international students based on faculty input.

IX.f. Please confirm that this multi-year plan template was provided to the campus Graduate Dean and endorsed by the Chancellor.

Plan shared with Dean Gillian Hayes on September 15, 2020 Graduate Dean

Plan endorsed by Chancellor Howard Gillman on October 23, 2020 Chancellor18

18 Per the Policy on Professional Degree Supplemental Tuition Section 4, found at http://www.universityofcalifornia.edu/regents/policies/3103.html 38