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Standard Syllabus Rules

Standard Syllabus Rules


If you are a student with a disability who requires additional time to complete midterm and final examinations, you will be accommodated in accordance with the written instructions provided to the course coordinator by the Office of Disability Services. It is your responsibility to consult that Office and obtain written instructions for appropriate accommodations to be given to the course coordinator at least one week prior to the first midterm examination.


Students are expected to attend class and participate in the lecture, lab / discussion, quiz or examination at the times specified. The instructors and teaching assistants will inform you of their office hours if they wish to specify certain hours. Questions concerning lecture content should be discussed directly with the given lecturer at a mutually agreed upon time or by email. All other questions, including any questions concerning grading, should be discussed with the course coordinator.


Students will be allowed observance of religious holidays, as defined by the UIC Senate and the UIC College of Pharmacy Student Handbook. The course coordinator must be notified as directed by the following policy:

The faculty of the University of Illinois at Chicago shall make every effort to avoid scheduling examinations or requiring that student projects be turned in or completed on religious holidays. Students who wish to observe their religious holidays shall notify the faculty member by the tenth day of the semester of the date when they will be absent unless the religious holiday is observed on or before the tenth day of the semester. In such cases the student shall notify the faculty member at least five days in advance of the date when he/she will be absent. The faculty member shall make every reasonable effort to honor the request, not penalize the student for missing the class, and if an examination or project is due during the absence, give the student an exam or assignment equivalent to the one completed by those students in attendance. If the student feels aggrieved, he or she may request remedy through the campus grievance procedure.


As students seeking to enter a profession that enjoys a high degree of trust among the public, honesty and integrity should be among your most cherished core values. When you enter the pharmacy profession, you will be carrying forward the long tradition of integrity that has earned the high level of trust the public accords this profession, your predecessors and you. We expect you to display integrity in all your academic pursuits, including this course, and to be true to your pledge of professionalism oath as a pharmacist. See the student handbook here.

Academic dishonesty includes all forms of cheating, plagiarism (copying the work of others and representing it as your own), giving other students your work and allowing them to represent it as their own, signing-in other students at sessions they are not attending, forging signatures, lying to faculty and/or TAs about reasons for missing exams, or other dishonest actions. No form of academic dishonesty is acceptable in the college. Cheating and other forms of dishonesty demean you individually and are demeaning to your fellow students and to your chosen profession. We take it very seriously. If you do engage in academic dishonesty of any form, and we catch you, we will follow the procedures outlined in the honor code here.

You should realize that the course coordinators will deal with academic dishonesty in the harshest way available, up to and including recommending that you be dismissed from pharmacy school. To discourage any temptation to cheat on examinations or academic work, we will use various clandestine strategies such as distributing multiple forms of an examination without your knowledge, assigning seating, etc. Things may not be what they appear to be when we are giving examinations. The easiest way to avoid any problems in the course and in your professional years is to do your own work.


Core courses will be using the Echo360 video capture system. Lectures will be recorded that include audio and video of the instructor sequenced with lecture slides and annotations. A few hours following the lecture, students can access the video capture using BlackBoard. Although the video capture system is designed to record the lecture, student questions raised in class can also be captured. Also, conversations before or after class might be unintentionally recorded. Finally, recordings are used as a supplement. They are not a substitute for class attendance. There may be times that a class is not recorded (i.e. equipment issues, etc).


Section 438 of the "General Education Provisions Act" (as amended), entitled "Family Educational Rights and Privacy Act of 1974" (FERPA), protects inappropriate access to your personal records. By signing (or e-signing) a FERPA waiver, you voluntarily grant, to designated individuals (e.g., course coordinators, faculty members, TAs) permission to return materials to your college mailboxes.


Written materials, images, and media used in your courses are restricted to your personal educational use. Copying, distributing, or placing them on the internet or using them for purposes other than your own use is prohibited. Violations will be dealt with severely up to and including recommendation of dismissal from the college.

UIC comprises a wide range of health professionals committed to the education of highly qualified new professionals. Health professionals should conduct themselves professionally and in a way that inspires the highest level of trust and confidence from peers and the general public. Without such confidence and trust, health professions cannot function effectively. We expect students to conduct themselves at all times in accordance with accepted principles of responsible citizenship and with scrupulous regard for the rights of others. You are expected to behave in a civil fashion toward instructors, staff, and other students. Sometimes we fail to realize that our behavior disrupts or offends others. It is important to be sensitive to the goals and feelings of your instructors and classmates.


Attendance, participation, and behavior are expected to meet the standards of professional performance, and will be evaluated as such. Professional standards include promptness, cooperation, and dedication to learning, presenting oneself appropriately, oral and written communication, ethical behavior, and assuming responsibility for one's behavior.


As members of the University of Illinois at Chicago College of Pharmacy (UIC COP), we are called to improve the health and lives of persons with whom we interact through our mission in the teaching, research, clinical and service environments.  In our multiple roles as students, faculty, and staff we will encounter individuals with experiences, histories, cultures, beliefs, identities, and worldviews that may be different from our own.  It is the expectation of the UIC COP that values of diversity, justice, and inclusiveness be upheld by our students, faculty and staff in our interaction with our fellow students, colleagues, patients, caregivers, visitors and others with whom we come in contact.

UIC Professional Competencies and Outcome Expectations

  1. PROFESSIONALISM: Exhibit appropriate legal, ethical, social, cultural, economic, and professional principles and consistently demonstrate responsibility, integrity, accountability and excellence in everyday practice.
    1. Demonstrate integrity, respect, compassion and cultural awareness.
    2. Display proactivity, motivation, accountability and dedication to practice. 
    3. Adhere to legal, ethical and social standards appropriate to the pharmacy practice setting.
    4. Demonstrate a commitment to the profession of pharmacy through volunteerism, advocacy, research, and leadership.
  2. TEAMWORK: Collaborate with patients, caregivers, community, and all members of an inter-professional healthcare team to provide patient care, promote wellness, and manage healthcare resources. 
    1. Demonstrate accountability and expertise when working within an inter-professional team. 
    2. Demonstrate the ability to work collaboratively with other health care disciplines. 
    3. Utilize appropriate communication skills to facilitate open, concise, and constructive discussion that promotes shared patient-centered problem solving.
    4. Determine his/her role and responsibility within the team and demonstrate the ability to fulfill that role. 
  3. PATIENT CENTERED CARE: Demonstrate proficiency in and apply evolving biomedical, pharmaceutical, social, behavioral mathematical, administartive and clinical sciences to provide optimal patient-centered care.
    1. Demonstrate knowledge in pharmaceutical, social, behavioral, mathematical, administrative and clinical sciences.
    2. Integrate knowledge from foundational sciences to explain how specific drugs or drug classes work and evaluate their place in therapy.
    3. Apply knowledge in foundational sciences to formulate care plans based on evidence. 
  4. POPULATION BASED CARE: Promote health improvement, wellness, and disease prevention to society. 
    1. Evaluate epidemiologic data specific to a disease state or patient population.
    2. Develop evidence-based medication use guidelines for a target population by incorporating medication use reviews and risk evaluation management. 
    3. Implement and monitor outcomes of medication use guidelines. 
    4. Actively participate in community outreach and public health initiatives to promote wellness and disease prevention.
  5. HEALTH SYSTEMS MANAGEMENT: Develop, manage, and utilize resources of the healthcare system in an efficient, cost-effective manner, to provide and coordinate safe and accurate medication distribution, and to assess and improve therapeutic outcomes of medication use.
    1. Evaluate pharmacoeconomic data to improve processes of care.
    2. Demonstrate the ability to manage the safety and efficacy of each component of a typical medication use system. 
    3. Assist patients in navigating the U.S. healthcare system (e.g., billing, insurance, reimbursement) to improve their health-related experiences. 
    4. Demonstrate knowledge of managing personnnel, resources and tasks efficiently.
  6. TECHNOLOGY: Apply current and emerging technology to assist with analytical thinking, problem-solving, and the synthesis of information. 
    1. Effectively utilize relevant technology that is pertient to practice. 
    2. Evaluate exisiting and emerging technologies. 
    3. Effectively disseminate information using technology. 
  7. PROBLEM SOLVING: Apply a critical research-oriented approach to evaluate information and identify and solve problems related to pharmacy and public health.
    1. Identify the problem/situation. 
    2. Define primary and alternative goals/keys assumptions. 
    3. Develop a plan by prioritizing and rationalizing each solution. 
    4. Implement the most viable plan.
    5. Evaluate the outcome of the implemented plan for improving future performance.  
  8. LIFELONG LEARNING: Create and follow a personal plan for continuous professional development and lifelong, self-directed learning through the acquisition and reflection of knowledge, experiences, values, attitudes, and beliefs. 
    1. Develop achievable goals and assess progress towards those goals.
    2. Examine and reflect on personal learning preferences. 
    3. Create and re-evaluate personal and professional knowledge and skills to further self-development and fulfillment. 
  9. LEADERSHIP: Identify and advocate key healthcare and professional initiatives and provide leadership in practice, within the profession, and within the community. 
    1. Identify characteristics that reflect leadership versus management.
    2. Identify creative solutions to complex problems or problems previously not encountered. 
    3. Demonstrate integrity in interactions with others.
    4. Develop relationships, value diverse opinions, and recognize individual strengths and weaknesses to promote teamwork.
    5. Display initiative, perseverance and commitment to worthy causes in practice and within the profession. 
  10. COMMUNICATION: Demonstrate the ability to effectively listen, write and speak to various audiences within healthcare and utilize appropriate technological resources to enhance communication.
    1. Communicate assertively, persusively, confidently and clearly.
    2. Write to various audiences concisely and accurately.
    3. Illustrate the ability to disseminate information effectively.