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Pharmacy and Pharmaceutical Sciences Current Student Resources

Advising & Co-Curricular Engagement

We believe that building authentic relationships with faculty mentors and professional advisors are critical components to a student pharmacist’s development.

We have developed a professional advising and faculty mentorship support model to ensure each student pharmacist successfully progresses through the curriculum and receives appropriate support, advising and mentoring.

Starting fall 2019 all PY1-PY3 student pharmacists are required to meet with their academic and student success advisor in the Office of Pharmacy Student Services once a year during the spring semester. All PY4 student pharmacists are required to meet with the advisor and coordinator in the Office of Experiential Services any time during the regular academic year. Faculty still serve as mentors and resources for students on an informal basis.

Who is my advisor?

Spokane:
Sarah Kenney – Last names A-L
Lacy Christison – Last names M-Z

Yakima:
Samantha Volk

All PY4 Students:
Tracy Durbin

Getting the most out of advising

PharmD students have the benefit of having their own academic and student success advisor to answer questions, help solve problems and generally support students while they navigate their academic life at WSU.  Advisors are available to help students navigate their experience, which includes but is not limited to:

  • Registering for courses
  • Understanding policies and procedures
  • Scholarship and financial aid information
  • Finding support in all forms across the university
  • Co-curricular opportunities and expectations
  • Interview skills
  • Career exploration
  • Job applications
  • Anything to help and support you as a student pharmacist!

Students are encouraged to meet with their academic and student success advisor as often as needed. Drop-ins are available as well as appointments that can be scheduled via Handshake. Students are required to meet with an advisor once each year to discuss their professional development and go over their co-curricular requirements for the year.

PY1-PY3

PY1-PY3 students are required to meet with their academic and student success advisor each spring to discuss how they are doing, review co-curricular requirements and discuss further opportunities and strategies to help them grow as professional student pharmacists. Appointments for spring advising are made during the Student Success and Professional Development courses (course required for the class of 2023 and after) in fall of each didactic year. Appointments can also be made via Handshake.

Prior to spring advising each student in e-Value will maintain and complete their Continuous Professional Development (CPD) plan, which includes their co-curricular tracking, required reflections and assessments, and upload an updated CV. These documents will be reviewed during advising to ensure that the co-curricular requirements have been met and are helping students develop professionally. At minimum students must show engagement with the assigned co-curricular activities for the student’s current academic year.

Students are required to complete the following pre-work prior to their required spring advising appointment in e-Value , including:

  • Co-curricular tracking
    • For each co-curricular you will need to provide what the co-curricular event was, the date it occurred and a brief description.
  • One reflection per required co-curricular area
  • Confidence assessment
  • CV maintenance
  • Overall development as a professional student reflection

Note: Some pre-work requirements and additional requirements may be due in Student Success and Professional Development prior to spring advising.

PY1-PY3 students who fail to complete their CPD and satisfy the spring advising requirement will not have the advising milestone cleared from their record, which can delay course registration.

PY4

PY4 students are required to make an appointment with their assigned advisor sometime throughout the academic year. This is to discuss how they are doing, review co-curricular requirements and discuss further opportunities and strategies to help them grow as professional student pharmacists nearing graduation.

Prior to advising each student in e-Value will maintain and complete their Continuous Professional Development (CPD) plan, which includes their co-curricular tracking, required reflections and assessments, and upload an updated CV. These documents will be reviewed during advising to ensure that the co-curricular requirements have been met and are helping students develop professionally. At minimum students must show engagement with the assigned co-curricular activities for the student’s current academic year.

Students are required to complete the following pre-work prior to their required annual advising appointment in e-Value , including:

  • Co-curricular tracking
    • For each co-curricular you will need to provide what the co-curricular event was, the date it occurred and a brief description.
  • One reflection per required co-curricular area
  • Confidence assessment
  • CV maintenance
  • Overall development as a professional student reflection

PY4 students who are unable to come to their home campus for advising may meet with their advisor electronically (e.g. Zoom, Skype, telephone).

PY4 students who fail to complete their CPD and satisfy the annual advising requirement will result in delay of graduation verification (including verification of internship hours) to any state board of pharmacy.

Co-curricular areas & expectations

Student pharmacists are expected to engage in a specific number of high-quality co-curricular activities and to reflect on these experiences as part of mandatory academic advising during each spring semester.

For each curricular area, a definition of the area, examples of accepted activities and the associated student learning outcomes are provided below.

Public health education, community service or patient care and advocacy

Within this domain, student pharmacists present health and wellness information, participate in community service that is directly related to support public wellness using strategies that respect individual patient needs, including culture and educational level.  These activities may include assessing, advising and monitoring individual patient’s health or monitoring disease progression.  Students advocate for patients by suggesting appropriate therapy as appropriate with other members of or aspects within the health care system.  (Associated Student Learning Outcomes: 3B, 3C, 3D, 3E, 3F, 4A, 4C, 4D)

Example activities include:

  • Students interacting directly with members of the community to positively impact wellness by providing health information or related service.
  • Suicide prevention poster presentation
  • OTC Medication safety
  • Stroke prevention
  • Smoking prevention
  • Providing care for underserved patients in the community
  • Work as an intern (paid or volunteer)
  • Providing direct patient care through education and screening.
  • Disease risk assessment (hypertension, diabetes, osteoporosis, HIV, cholesterol)
  • Disease prevention (vaccination outreaches)
  • Brown Bag events

Professional development

Student pharmacists identify career interests and passions in addition to developing personal and professional strengths through interactions with pharmacists and other health care providers.  Through this domain, students should engage in activities that focus on exploration of the profession or personal professional development. (Associated Student Learning Outcomes: 3D, 3E, 3F, 4A, 4B, 4C, 4D)

Example activities include:

  • Career Seminar Series presentation attendance
  • Active participation and engagement in professional student organizations (membership alone is insufficient)
  • Career Fair attendance
  • Local, regional and national meeting attendance
  • Attendance at seminars focused on community health topics, professional development or personal enrichment.
  • Interaction with a professional mentor
  • Participation in the honors program
  • Live CE programing
  • Counseling competition
  • Clinical skills competition
  • Compounding competition
  • Running for a leadership position locally, regionally or nationally
  • Legislative day participation

Leadership and innovation

Student pharmacists engage in activities that allow for the expansion of leadership skills by working collaboratively with others to innovatively address problems, accomplish common goals, or engage in research and scholarship. Students must show that they have made a substantive creative contribution to the development or communication of a project or service either in collaboration with or having an impact on others. (Associated Student Learning Outcomes: 3A, 3D, 3F, 4A, 4B, 4C, 4D)

Example activities include:

  • Hold a leadership position in a professional or student focused organization
  • Demonstrate impact through service on a college, university or professional organization committee
  • Involvement as a representative on the Pharmacy Student Advisory Council
  • Participation with a research project
  • Dissemination of findings from a research or scholarship (poster or presentation)
  • Implementation of a new or novel solution
  • Creation of a business plan
  • Creation of new knowledge
  • Organizing outreach programming or activities

Continuing Education (PY4 only)

During the PY4 year student pharmacists will be expected to complete 5 hours of Continuing Education (CE). The CE activities you engage in should focus on self-awareness, leadership, innovation and entrepreneurship and professionalism. CE can be completed in your geographic location or virtually, or through association meetings. This is to help transition you to the completion of CE requirements needed for annual licensure once a professional pharmacist and to ensure you are actively engaged in lifelong learning.

Example activities include:

  • Live conference CE provided through a professional organization
  • Webinars provided through a professional organization
  • Career seminar series presentations
  • Grand rounds, topic presentations or lunch and learn sessions provided at APPE practice sites
  • Campus provided lunch and learn sessions
  • Guest speakers who are sponsored by a registered student organization
  • Guest speakers or professional development events on campus
  • Professional development provided by local organizations or foundations that are available to the community (examples – NAMI, Toast Masters, Junior Diabetes Research Foundation, American Heart Association, American Diabetes Association)
  • Attend the live NAPLEX review sessions offered twice a month

CPD reflection rubric

As part of the co-curricular expectations by year, students will reflect on each area they engage in as well as their Overall Development as a Professional Student. Below is the rubric that will be utilized for these reflections. Competency is defined as a score of 3 or 4 on the above rubric.  Any student not reaching competency will develop an individualized remediation plan with their academic and student success advisor.

 4321
EffortStudent consistently makes meaningful high quality connections between the professional development goals and co-curricular experiences.Student usually makes meaningful quality connections between the professional development goals and co-curricular experiences.Student work makes minor connections between the professional development goals and co-curricular experiences. Minimal effort is put forth. Student work is superficial in nature and generic. Work is absent, incomplete, not taken seriously or effort is well below expectation.

Co-curricular activity expectations by academic year

Professional Year 1

From a development perspective, the first academic year is focused on the following question: Who am I as a professional student pharmacist? To that end, students will be required to participate in three co-curricular activities during the academic year that focus on problem solving, communication, self-awareness and professionalism, then reflect on the value of those experiences through structured reflection. (Student Learning Outcomes: 3A, 3F, 4A, 4D)

  • One activity participating in either public health education, community service or advocate for patient care.
  • Two activities defined as professional development

Complete the following reflection related to your co-curricular engagement and your personal development as a student pharmacist over the last academic year.

Domain 1: Public Health Education, Community Service or Advocating for Patient Care

  1. Describe the most impactful co-curricular activity you participated in relation to public health education, community service or as an advocate for patient care.  (Max 250 characters)
  2. What were your professional goals for participating in this activity and did you achieve those goals? (Max 250 characters)

Domain 2: Professional Development

  1. Describe the most impactful co-curricular activity you participated in relation to professional development. (Max 250 characters)
  2. What were your professional goals for participating in this activity and did you achieve those goals? (Max 250 characters)

Overall Development as a Professional Student Reflection
For each of the following areas, you will reflect on and identify how you have developed over the course of the academic year.  Please consider experiences you have had in the classroom, during interprofessional learning experiences and while engaging in co-curricular activities.  You will need to provide concrete examples and describe specific ways you have grown professionally for each outcome:

  • Problem solving – ability to identify problems; explore and prioritize potential strategies; and design, implement and evaluate a viable solution.
  • Communication – effectively communicate verbally and nonverbally when interacting with individuals, groups and organizations.
  • Self-awareness – examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation and emotions that could enhance or limit personal and professional growth.
  • Professionalism – exhibit behaviors and values that are consistent with the trust given to the profession by patients, other health care providers and society.

Professional Year 2

The second academic year focus is on: Who am I as a health care provider? To that end, students will be required to participate in four co-curricular activities during the year with a focus on interprofessional collaboration, demonstration of cultural sensitivity, communication, self-awareness, leadership and professionalism, then reflect on the value of those experiences through structured reflection.  (Student Learning Outcomes: 3D, 3E, 3F, 4A, 4B, 4D)

  • Two activities providing either public health education, community service or advocate for patient care
  • Two activities defined as professional development

Complete the following reflection related to your co-curricular engagement and your personal development as a health care provider over the last academic year.

Domain 1: Public Health Education, Community Service or Advocating for Patient Care

  1. Describe the most impactful co-curricular activity you participated in relation to public health education, community service or as an advocate for patient care.  (Max 250 characters)
  2. What were your professional goals for participating in this activity and did you achieve those goals? (Max 250 characters)

Domain 2: Professional Development

  1. Describe the most impactful co-curricular activity you participated in relation to professional development. (Max 250 characters)
  2. What were your professional goals for participating in this activity and did you achieve those goals? (Max 250 characters)

Overall Development as a Professional Student Reflection
For each of the following areas, you will reflect on and identify how you have developed over the course of the academic year.  Please consider experiences you have had in the classroom, during interprofessional learning experiences and while engaging in co-curricular activities.  You will need to provide concrete examples and describe specific ways you have grown professionally for each outcome:

  • Interprofessional collaboration – actively participate and engage as a health care team member by demonstrating mutual respect, understanding and values to meet patient care needs.
  • Cultural sensitivity – recognize social determinants of health to diminish disparities and inequities in access to quality care.
  • Communication – effectively communicate verbally and nonverbally when interacting with individuals, groups and organizations.
  • Self-awareness – examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation and emotions that could enhance or limit personal and professional growth.
  • Leadership – demonstrate responsibility for creating and achieving shared goals, regardless of position.
  • Professionalism – exhibit behaviors and values that are consistent with the trust given to the profession by patients, other health care providers and society.

Professional Year 3

The third academic year is designed to allow students to answer the question; Who am I as an innovative individual who serves to meet the needs of the community? To that end, students will be required to participate in at least four co-curricular activities during the year that focus on education, patient advocacy, cultural sensitivity, self-awareness, leadership, innovation and entrepreneurship and professionalism, then reflect on the value of those experiences through structured reflection.  (Student Learning Outcomes: 3B, 3C, 3E, 4A, 4B, 4C, 4D)

  • Two activities providing either public health education, community service or advocate for patient care.
  • Two activities defined as professional development
  • One activity that shows evidence of leadership or innovation.

Complete the following reflection related to your co-curricular engagement and your personal development as a health care provider over the last academic year.

Domain 1: Public Health Education, Community Service or Advocating for Patient Care

  1. Describe the most impactful co-curricular activity you participated in relation to public health education, community service or as an advocate for patient care.  (Max 250 characters)
  2. What were your professional goals for participating in this activity and did you achieve those goals? (Max 250 characters)

Domain 2: Professional Development

  1. Describe the most impactful co-curricular activity you participated in relation to professional development.  (Max 250 characters)
  2. What were your professional goals for participating in this activity and did you achieve those goals? (Max 250 characters)

Domain 3: Leadership and Innovation

  1. Provide an example where you made a substantive creative contribution to the development or communication of a project or service either in collaboration with or having an impact on others.
  2. What did you learn from this experience?
  3. How would you approach this experience differently in the future?

Overall Development as a Professional Student Reflection
For each of the following areas, you will reflect on and identify how you have developed over the course of the academic year.  Please consider experiences you have had in the classroom, during interprofessional learning experiences and while engaging in co-curricular activities.  You will need to provide concrete examples and describe specific ways you have grown professionally for each outcome:

  • Education – educate all audiences by determining the most effective and enduring ways to impart information and assess learning.
  • Patient advocacy – represent the patient’s best interests.
  • Cultural sensitivity – recognize social determinants of health to diminish disparities and inequities in access to quality care.
  • Self-awareness – examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation and emotions that could enhance or limit personal and professional growth.
  • Leadership – demonstrate responsibility for creating and achieving shared goals, regardless of position.
  • Innovation and entrepreneurship – engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
  • Professionalism – exhibit behaviors and values that are consistent with the trust given to the profession by patients, other health care providers and society.

Professional Year 4

The fourth academic year is designed to allow students to answer the question; How can I advance practice as a pharmacist to meet the needs of the community? To that end, students will be required to participate in at least five hours of Professional Development through CE or professional presentations during the year that focus on self-awareness, leadership, innovation and entrepreneurship and professionalism, then reflect on the value of those experiences through structured reflection.  (Student Learning Outcomes: 4A, 4B, 4C, 4D)

  • Five hours of professional development through attendance at live CE or professional presentations that are strategically aligned with professional development goals articulated in the CPD plan.

Complete the following reflection related to your co-curricular engagement and your personal development as a health care provider over the last academic year.

Domain 2: professional development

  1. Describe the most impactful CE activity you participated in relation to professional development.  (Max 250 characters)
  2. What were your professional goals for participating in this CE activity and did you achieve those goals? (Max 250 characters)

Overall development as a professional student reflection
For each of the following areas, you will reflect on and identify how you have developed over the course of the academic year.  Please consider experiences you have had in the classroom, during interprofessional learning experiences and while engaging in co-curricular activities.  You will need to provide concrete examples and describe specific ways you have grown professionally for each outcome:

  • Self-awareness – examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation and emotions that could enhance or limit personal and professional growth.
  • Leadership – demonstrate responsibility for creating and achieving shared goals, regardless of position.
  • Innovation and entrepreneurship – engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
  • Professionalism – exhibit behaviors and values that are consistent with the trust given to the profession by patients, other health care providers and society.
  • Looking back so you are prepared to move forward:
    • If you could travel back in time to your first day in the college, what advice would you give yourself? Why?
    • Describe the biggest challenges you expect to face after graduation. Discuss why you chose those challenges and how you intend to meet them.

Student Success and Professional Development course overview

Student Success and Professional Development (SSPD) is a three-course series taught during the fall of each didactic year designed to support the development of the skills, attitudes and values that are essential for practicing health care professionals. This course provides an introduction to the 10 pharmacist attributes (self-awareness, professionalism, innovation and entrepreneurship, leadership, problem solving, interprofessional collaboration, communication, education, patient advocacy and cultural awareness). The intent of this course is to provide students with strategies focused on learning, well-being and co-curricular engagement to enhance success throughout the program and post-graduation.

Beginning with the class of 2023, student pharmacists are required to enroll each fall (PY1-PY3) in a 1-credit Student Success and Professional Development (SSPD) course. These courses are designed to support student development in the affective domain as per ACPE accreditation standards 3 and 4.

Students in the classes of 2022 and earlier are encouraged to take the appropriate SSPD course each fall as an elective. All students are still expected and required to complete the co-curricular requirements for spring advising, even if not enrolled in SSPD.

About SSPD I: Pharmacy 506

This course is designed to allow PY1 students to answer the question Who am I as a professional student pharmacist?

As part of this course, students are required to begin working on their three co-curricular activities that focus on problem solving, communication, self-awareness and professionalism, then reflect on the value of those experiences through course assignments.

Examples of topics covered: Acclimating to pharmacy school; learning the curriculum and co-curriculum; goal-setting; career exploration; development of Continuous Professional Development Plan and portfolio; study skills; life/school balance and wellness

About SSPD II: Pharmacy 536

This course is designed to allow PY2 students to answer the question Who am I as a health care provider?

As part of this course, students are required to being working ont heir in four co-curricular activities with a focus on interprofessional collaboration, demonstration of cultural sensitivity, communication, self-awareness, leadership and professionalism, then reflect on the value of those experiences through course assignments.

Examples of topics covered: Strategic reflection for professional growth; self-assessment; cultural exploration; ethics in health care; wellness in health care; leadership in health care; career opportunities; continuous professional development plan and portfolio updates

About SSPD III: Pharmacy 556

This course is designed to allow PY3 students to answer the Who am I as an innovative individual who serves to meet the needs of the community?

As part of this course, students will be required to being working on their five co-curricular activities that focus on education, patient advocacy, cultural sensitivity, self-awareness, innovation and entrepreneurship and professionalism, then reflect on the value of those experiences through course assignments.

Examples of topics covered: self-assessment; the future of health care; assessing unmet community needs; career exploration and opportunities; residency and job searching; preparation for rotations; continuous professional development plan and portfolio update