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Academia (Administration)

Administration offers pharmacists a path to leadership roles such as dean, associate dean, or director of key academic areas. These positions focus on managing programs, supporting faculty and student pharmacists, and shaping policies that guide schools and universities. Administrators often advance into senior leadership, impacting the institution broadly.

Meet the Pharmacist

Mrs. Catherine Avery
Chief of Clinical Pharmacist, Seattle Pharmacy Group

Mrs. Avery is a board-certified clinical pharmacist with over 28 years of experience in managing complex medication therapies. She is passionate about patient education and leveraging technology to improve health outcomes.
At Wellness Pharmacy Group, he leads a team of dedicated pharmacists committed to providing personalized care and expert advice.

Mr. John Doe, PharmaD
Lead Clinical Pharmacist, Wellness Pharmacy Group

Dr. Chen is a board-certified clinical pharmacist with over 12 years of experience in managing complex medication therapies. He is passionate about patient education and leveraging technology to improve health outcomes.
At Wellness Pharmacy Group, he leads a team of dedicated pharmacists committed to providing personalized care and expert advice.

Table of Contents

  • Background
  • Characteristics
  • Insider’s Perspective
  • Most Appealing Aspects
  • Least Appealing Aspects
  • Advice
  • Critical Factors Ratings
  • Critical Factors
  • References / Resources
  • Professional Organizations

Background

Holding an administrative role in academia is an attractive option for those who enjoy management positions. Many continue teaching courses, conducting research, mentoring students, establishing policies, overseeing faculty and students, and contributing to the development of the curriculum. Overall, those in administration explore ways to bring a diverse faculty together and support their roles in teaching, research, and community service. This profile provides data for respondents who listed themselves having administrative positions. Dependent on the role, these academicians have both a direct and indirect impact on faculty and students as well as other university areas. Many assume roles as deans, associate deans, assistant deans, and others dependent on the university structure. As an example, there are opportunities in student affairs, clinical affairs, student life, finance, postgraduate education, external education, accreditation, assessment, and others. These differ as some schools of pharmacy standalone while others are part of a larger health care group within a university system. Based on this, some move up the university ladder to reach positions as provost and /or president of the university.

Duties of an administrator can include some of the following (derived from roles listed in the American Association of Colleges of Pharmacy (AACP) website career center):

  • Ensuring the curriculum is comprehensive and well-integrated.
  • Overseeing student academic performance and addressing issues.
  • Coordinating student course enrollments, examinations, and scheduling.
  • Ensuring the quality and adequacy of experiential sites and preceptors.
  • Providing support for student affairs issues.
  • Coordinating academic advisement and all other aspects of student affairs.
  • Providing leadership and support for the college's research mission.
  • Managing the college's financial operations and budget.
  • Leading faculty development initiatives.
  • Overseeing faculty recruitment, professional growth, and performance evaluations.
  • Serving on college and university committees.

Characteristics

A total of 47 academic administrators responded to the 2024–2025 APhA Career Pathways Program Survey. Fifty percent completed a residency; 10% completed a fellowship; and 13% completed both a residency and fellowship. Of those who listed their degree, eight had a PhD, seven had an MS, two had an MBA, and two had more than one graduate degree.

Information pulled from the AACP Pharmacy Faculty Demographics and Salaries site states that the average salary for a dean is $307,289, associate dean is $199,038, and assistant dean is $157,339.

Respondents indicated that 53.3% travel for their roles and 33.3% work nights and weekends. Communication and interpersonal skills were listed as the most important skills for 35.5% of the respondents.

Some of the respondents provided highlights of their careers thus far. One respondent from Ohio indicated that “Being on a split screen with Dr. Fauci as NBC news was present in giving the first COVID vaccines in our state.” Another from Mississippi stated, “Mentoring students and faculty and making a difference in the lives of all I impact, including patients, caregivers, members of the community, and other health professionals.” Another respondent summed up their highlights, which was also listed by many of the respondents, by stating: “(A highlight is) the number of students I have helped educate and all the patients they have helped.”

Insider’s Perspective

Respondents listed the following critical factors as those being the most important to them. Please note that a factor can rank high based on wanting the factor or wanting to avoid the factor. As an example, some may rank repetitive activities as a top factor as this is something that they look to avoid in their practice. The factors listed below are based on the number of respondents who indicated these would be the top five factors they would like to have in a role. Note that there are 25 total critical factors to select from.

  • Innovative thinking 15.38%
  • Leadership and professional development 15.38%
  • Problem solving 15.38%
  • Organizing/management/supervision of people 7.70%
  • Collaborating with health professionals 7.70%

In addition to the top five factors, the second tier of critical factors is listed below. Note that four of the factors are listed in both areas. This can be interpreted to mean that for some, these factors are in their top five list while for others they are a close second.

  • Problem solving 15.38%
  • Leadership and professional development 10.25%
  • Collaborating with health professionals 7.70%
  • Innovative thinking 7.70%
  • Leisure and family time 7.70%

Many of the respondents listed numerous areas as highlights or their careers thus far. Some listed publications, some listed their interaction with students, while others enjoyed involvement in state or national association and being in leadership positions in those organizations.

Most Appealing Aspects

What aspects of the role are most appealing?

As these practitioners are in administrative roles, they list several areas that are appealing to them. Working with students was one of the most appealing roles mentioned by the respondents. If you include mentoring, advising, and educating students as part of collaborating with them, a total of 26.6% respondents listed these factors. One respondent from California stated that they appreciated “The ability to shape a new generation of pharmacists and the constant push to innovation.” Another from Michigan added that an appealing aspect is “(the) impact they have on future generations of pharmacists.”

Autonomy and flexibility of the role was listed by 25.5% of the respondents. One respondent from Alabama listed the following: “Autonomy, variability, flexibility.” Another respondent from Texas combined the two most appealing aspects when they said, “Working with students and autonomy.”

Least Appealing Aspects

What aspects of the role are least appealing?

Considering most of those in administration made the decision to move in this direction, the list of least appealing aspects is rather short.

Workload was mentioned by 20.5% of the respondents as a concern. A respondent from California stated, “Workload fluctuates depending on semester and can be overwhelming at times.” Another from New York added, “Faculty workload can sometimes be overwhelming.”

Politics and bureaucracy were listed by 5.13% of the respondents, saying that it can impact those in administrative roles. A faculty member from Indiana was succinct, saying, “Dealing with bureaucracy.”

Advice

What advice should students and practitioners consider when selecting a position as an administrator in academia?

There was no true theme that could be pulled from the open-ended comments as they were very diverse. Perhaps the one area that seemed to have a trend was to be open-minded and open to change. Below are a few comments provided by the respondents:

  • “Be curious and never say that you don't want to do something. Be open for new ideas and experiences.”
  • “Consider graduate school as you are approaching your PharmD degree. A fellowship or residency is not the only option.”
  • “Be adaptable, motivated, a good manager of time.”
  • “Go for it! Poking the bear is scary but can be so very rewarding.”

Critical Factors Ratings

Opportunities for Advancement
[To what degree does your work allow for advancement?]

As noted by the upper-range response of 8.79 for this factor, most of the participants feel that there are great opportunities for advancement. Many have already advanced in their careers based on the positions they hold in the administration areas.

One participant from Alabama stated, “I have been promoted several times, from Founding Director to Assistant Dean to Associate Dean. Also, I have been promoted from Assistant Professor to Associate Professor with Tenure to Full Professor.”

Looking at this a little differently, this respondent from Texas stated, “Working to exceed expectations and not worrying about who gets the credit can help with advancement of your career.”

8.79
0 1 2 3 4 5 6 7 8 9 10
0 = Little advancement opportunities 10 = Great opportunities for advancement

Leadership Development / Professional Involvement
[To what extent does your work allow for the development of leadership skills and professional involvement in the pharmacy profession?]

This factor was rated the third highest for this profile at 9.38. Most of the respondents have worked up the ladder to reach their current positions and indicated that leadership is a necessity for the role.

One respondent from Tennessee noted that their leadership afforded them additional opportunities: “I have been on the board of directors for 3 different organizations during my career, 2 pharmacy and one entrepreneurial—there are lots of opportunities for leadership and development—you have to do the work, though!” Another from Missouri was to the point and added: “Leadership development and life-long leadership development are critical.”

Another from California liked the support that they have and mentioned: “The environment is very supportive of professional involvement and there is plenty of opportunity to develop your leadership skills via committee work and work on special projects.”

9.38
0 1 2 3 4 5 6 7 8 9 10
0 = Little development of leadership skills and professional involvement 10 = Great opportunities for leadership development and professional involvement

Community Impact
[How much impact is your work in terms of serving the community?]

Respondents were very positive about the impact they have on the community with an upper-range 8.49 rating.

One respondent from California indicated, “I personally have a great deal of community involvement but not everyone in academic chooses to engage in the way that I have. Our institution values community engagement so it is easy for me to prioritize that aspect as part of my current position.” A Tennessee respondent added, “I have focused greatly on impacting community health during my academic career in a variety of capacities including a clinic for the homeless.”

8.49
0 1 2 3 4 5 6 7 8 9 10
0 = Little impact 10 = High level of impact

Autonomy
[To what extent does your work allow for autonomy in decision making?]

The area of autonomy ranks in the upper tier for this group. This reinforces the role of an administrator in making decisions for the specific areas that they oversee.

A respondent from Wisconsin stated, “Good autonomy within the confines of budget and policy/procedure that can be a quagmire in academia.” Another from Wyoming added, “Much of my day to day is autonomous; elements within the role are collaborative, but the bulk of my work and schedule is determined by me.”

8.71
0 1 2 3 4 5 6 7 8 9 10
0 = Very little low autonomy 10 = High level of autonomy

Focus
[To what extent does your work allow you to be focused on the future versus a focus only on immediate tasks?]

This factor is interesting in that, as the profession continues to expand roles, more and more information is needed for students to be able to know how to address specific situations that they will begin to impact. The administrators look at both sides of this factor, but they lean toward being future focused with a 7.92.

An Iowa respondent indicated, “Academia requires both a view of the 'current' and what needs to be done to be sure that learners have the knowledge and skills they need to succeed but also requires a future focus on what learners will need to know in the future.” Another from Tennessee added, “In my role I do have to look ahead and prepare for the future, but daily operations require a lot of focus on immediate tasks.”

7.92
0 1 2 3 4 5 6 7 8 9 10
0 = Immediate tasks only 10 = Tasks focused on the future

Prestige
[To what extent does your work provide professional prestige?]

Prestige is rated as the highest critical factor for those in administration. At 9.41, this is the highest rating (tied with creating value/positive outcomes).

A respondent from Pennsylvania stated that the “Ability to serve on boards, committees, and organizations at the local, state, and national level providing valuable professional exposure.” Another from Tennessee looked at this from a different perspective and added that “Students hold you in high regard, others in academia also value the role.”

9.41
0 1 2 3 4 5 6 7 8 9 10
0 = Provides low prestige 10 = Provides high prestige

Creating Value / Positive Outcomes
[To what extent does your work allow for personal fulfillment through the creation of value and positive outcomes?]

As noted earlier, this critical factor is tied with prestige as the highest rated factor at 9.41. Respondents indicate that their roles offer opportunities to create value and establish positive outcomes regarding students and the university and society.

One respondent from Iowa provides the overall thoughts of the group by stating that “Academic provides the opportunity to feel that one is really making a difference in our society. I often think of academic faculty has having a ripple effect on students that are going to make a difference in our society.” Another from Pennsylvania added, “Outcomes are more indirect and vaster as you are impacting students who go on to make their own contributions to health care.”

9.41
0 1 2 3 4 5 6 7 8 9 10
0 = Little extent 10 = High extent

Patient Relationships
[To what degree do you have ongoing or long-term relationships with patients?]

As the majority of administrators work in the dean’s office, few have the opportunity to continue long-term relationships with patients. The role works at a broad level within the academic setting compared to caring for patients. The 2.42 rating is the second lowest in the profile.

An administrator from Texas stated, “As an administrator I have limited time to interact with patients but do try to maintain some tie to practice. I rely on my coworkers, faculty and staff are team members.”

2.42
0 1 2 3 4 5 6 7 8 9 10
0 = No ongoing/ long-term relationships 10 = All are long-term relationships

Co-worker / Client Relationships
[To what degree do you have ongoing or long-term relationships with co-workers or clients?]

Administrators rely on their coworkers to provide information and to follow through on specific areas that the college is moving toward. The factor scored in the upper tier rating of 8.97 indicates that long-term relationships do exist.

One respondent from Tennessee stated, “I work very closely with many coworkers both at the college and university and also within administrative pharmacy at other institutions.” Another colleague from Michigan listed that they “Do have long-term relationships with students/alumni, faculty, staff and other administrators.”

8.97
0 1 2 3 4 5 6 7 8 9 10
0 = No ongoing/ long-term relationships 10 = All are long-term relationships

Writing / Conducting Research
[How often do you engage in writing and/or conducting research?]

This factor is dependent on the specific roles the respondent had prior to this role, placing this in the mid-range at 6.53

One of the administrators from Texas summed this up nicely by stating that “(These are) two separate topics. I write all of the time, mostly reports, but try to get an article or two completed annually. Predominantly pursuing survey research pertaining to academic issues.” Another from Wyoming added, “It is important to note that the variability for how much time is dedicated to research is very broad and academia. I have a significant amount of time dedicated to it because I love it.“

6.53
0 1 2 3 4 5 6 7 8 9 10
0 = None of my time 10 = All my time

Generating New Ideas
[To what degree does your work involve generating new ideas?]

One of the roles that administrators do take on includes looking at innovative ideas to solve issues or problems. With a rating of 8.26, this places the factor in the high range of ratings.

One respondent from South Dakota stated, “I am expected to think of creative solutions to problems on a regular basis.” A faculty member at Iowa stated, “By the time issues arrive at my office easy solutions have been tried, so I have to be innovative to solve the problem.”

8.26
0 1 2 3 4 5 6 7 8 9 10
0 = Little innovative thinking 10 = High degree of innovative thinking

Supervision / Management
[To what extent do you spend your time organizing, managing, or supervising others and/or business operations?]

Supervision and management differ based on the administrative position that one holds. Some administrators have staff and faculty that are direct reports while others may not have that structure. The group rated this factor in the mid-range at 7.79.

One faculty member from Texas stated, “As an administrator I oversee faculty and staff. Providing training and guidance occurs daily.” Another from Iowa added, “I oversee our professional and graduate education programs, research enterprise, and building operations.”

7.79
0 1 2 3 4 5 6 7 8 9 10
0 = None of my time 10 = All my time

Patient Interaction
[How much time do you spend interacting with patients?]

Most administrators do not interact with patients as noted by the lowest rating listed of 1.87.

One respondent from Tennessee summed up the thoughts of many when they stated that “I am not actively engaged in practice.” A different perspective was provided by another faculty member from Texas who stated that “I make an effort to volunteer to stay connected to patients and practice.” It should be noted that a few of the administrators who are clinically trained did indicate that they try to keep some clinic hours when they can.

1.87
0 1 2 3 4 5 6 7 8 9 10
0 = None of my time 10 = All my time

Public Interaction
[How much time do you spend interacting with the public?]

Administrators rate this factor in the mid-range at 5.34. The definition of public is different for this group as noted by the responses below.

One respondent from Michigan stated that “Most of the public interactions are with the family and friends of students at various events, such as the white coat ceremony and graduation.” Another from Wyoming added, “Including the various academic stakeholders in the definition of "public," e.g. alumni, donors, community partners, organizations, etc.”

5.34
0 1 2 3 4 5 6 7 8 9 10
0 = None of my time 10 = All my time

Collaboration
[How often do you work or collaborate with other health professionals or educate other professionals in your work?]

For administrators, this has a different meaning than noted by the 7.47 mid-range rating. Part of their role includes working with others.

A faculty member in Indiana highlighted that “Interprofessional education and practice are required of all pharmacy programs. There is much opportunity collaborating with other health professions.” Another respondent from Iowa highlighted their collaborative efforts: “I collaborate with the other university's college's associate deans, but especially the health sciences colleges.”

7.47
0 1 2 3 4 5 6 7 8 9 10
0 = None of my time 10 = All my time

Family / Leisure Time
[How much free time do you have for leisure and family activities in your work?]

Respondents rated family/leisure time as a mid-range rating of 6.03.

For many, a dean’s position includes attending university and other functions in the evenings or on weekends. One respondent from Pennsylvania stated, “I believe family helps faculty maintain balance. However, the demands of academia do not end when you leave work, must be accessible 24/7. The workload is large and can be cyclic in nature.”

Another from Tennessee added, “Although academia requires a high level of commitment, it also provides a good deal of autonomy and flexibility in structuring time and schedules. This allows for a sufficient amount of leisure time and family activities.”

6.03
0 1 2 3 4 5 6 7 8 9 10
0 = Little free time 10 = Plenty of time for family and leisure activities

Impact on Well-being
[To what degree do you impact the well-being of individuals?]

Most respondents felt that they do impact the well-being of others—specifically students. With a rating of 7.92, most feel that they have the opportunity to impact the well-being of others.

An expressed concern is how often they can actually spend time in this area. One respondent from Texas summed up what most stated, saying, “Academia affords the opportunity to positively impact the well-being of others—particularly the well-being of students.” A comment from a faculty member in Missouri added, “I believe we all have the ability to impact the well-being of others; the question is how much do we do it?”

7.92
0 1 2 3 4 5 6 7 8 9 10
0 = Low degree 10 = High degree

Problem Solving
[To what degree do you solve problems with tried-and-true alternatives versus untested alternatives in your work?]

Problem solving varies with the specific tasks that each administrator has. The rating is mid-range at 6.81, which indicates leveraging a mix of methods.

One respondent from Arizona looked at this broadly and stated, “Particularly in research but also in teaching, patient care, service.” Another from Missouri indicated that this “Depends on the problems; for education of students, we rely a lot on tried and true; for administrative problems, most of it is situational and requires untested alternatives.”

6.81
0 1 2 3 4 5 6 7 8 9 10
0 = Tried and true 10 = Untested alternatives

Expertise
[How general or specialized is the expertise required in your work?]

Administrators can wear various hats and require some specialization as noted by the 7.92 rating. This truly depends on the role as some are very specialized, and others work through general approaches and need this type of expertise.

One respondent from Georgia stated, “We need both generalized and specialized expertise in academia/research/teaching.” Another from Alabama reinforced this by stating, “I have to work with a variety of people with different backgrounds and experiences.”

A North Carolina faculty member stated, “Expertise is required in academia; we strive to be subject matter experts.”

7.92
0 1 2 3 4 5 6 7 8 9 10
0 = Generalized 10 = Specialized

Repetition
[To what degree is your work composed of activities and tasks that are highly repetitive versus highly variable?]

Most every role in academia has some repetition—administrators are mid-range with a rating of 6.40.

A respondent form South Carolina stated, “On a day-to-day or week to week basis, most of the tasks I am doing are different. Year to year, I may have repeated tasks, but they are very rarely identically the same.” One faculty member from Wyoming stated, “Mixture, although I do not know what will happen day by day.”

6.40
0 1 2 3 4 5 6 7 8 9 10
0 = Highly repetitive 10 = Highly variable

Applying Scientific Knowledge
[How much of your time is spent applying scientific knowledge in your work?]

Most administrators are focused on specific roles and responsibilities including policy and procedures that are followed in the university system. They apply their knowledge to these situations and rated this factor in the mid-range at 6.14.

A respondent from Iowa indicated that “My role as Dean doesn't use specialized knowledge to a great extent on a daily basis, but to get to this point, I had to have scientific and clinical knowledge as a faculty member.”

A dean from Alabama stated, “Understanding how data is generated and its subsequent interpretation for use as evidence is important in most situations.”

6.14
0 1 2 3 4 5 6 7 8 9 10
0 = No application 10 = High level of application all the time

Applying Clinical Knowledge
[How much of your time is spent applying clinical knowledge in your work?]

The respondents indicated that they apply clinical knowledge to a lesser degree, 4.80, than their scientific knowledge. For some, this is based on the change in the amount of patient care that they now have.

A Tennessee administrator stated, “Clinical knowledge was previously 10 but has decreased since I entered administration. I still use clinical knowledge extensively for program development and implementation and continuous quality improvement (CQI) initiatives.” Another from Alabama added, “I make special effort in maintaining my clinical and scientific knowledge in my therapeutic area.”

4.80
0 1 2 3 4 5 6 7 8 9 10
0 = No application 10 = High level of application all the time

Parental Leave
[To what extent does your work setting offer parental leave opportunities?]

Parental leave varies by institution and is usually tied to vacation and sick days. The respondents indicated that the provision works well with a rating of 7.74.

One respondent from Ohio summed up what all were staying in their comments: “My university provides parental leave for both the mother and father. Vacation and Sick leave must be used first before Short-Term Disability (STD) leave takes effect.”

7.74
0 1 2 3 4 5 6 7 8 9 10
0 = Limited opportunities 10 = Unlimited opportunities

Compensation
[To what degree do you feel compensated for your responsibilities in your work?]

Compensation rated a 7.37 varies by university—especially looking at public versus private schools. The range of compensation was noted in comments earlier in the profile indicating the dean of the school has the highest overall average.

A respondent from Michigan stated, “Academic administrators make a fairly good salary. Dean salaries can be quite high, depending on the school.” Another from Tennessee added, “There are financial and other types of compensation, both are adequate.

An administrator from South Dakota feels differently and stated, “Academia is known to be under compensated.”

7.37
0 1 2 3 4 5 6 7 8 9 10
0 = Not well compensated 10 = Well compensated

Benefit Package
[How comprehensive is the employee benefit package offered in your work setting?]

As noted above in the compensation factor, benefit packages vary across universities. However, most respondents rated the benefits higher than compensation with an 8.66.

An administrator in South Dakota stated, “This very significantly from school to school, but generally, the benefits are decent.” A Michigan faculty member added that “Benefits such as leaves, health care and retirement are generally very good."

A respondent from Alabama added, “The paid time off benefits and flexibility of work schedule are great."

8.66
0 1 2 3 4 5 6 7 8 9 10
0 = Not comprehensive 10 = Very Comprehensive

Advice for students

The following quotes provide a range of thoughts by respondents to the question of what advice would you like to give to students:

  • “Having a role that provides self-worth is extremely important.”
  • “There are often competing tasks, and one must be adept at triaging and prioritizing tasks.”
  • “I encourage all student pharmacists to think outside the ‘retail vs. hospital’ box.”
  • “It is so fun! — find good mentors.”
  • "Learn how to be a leader and how to connect across differences.”

In addition, respondents were asked to provide information on what they see the future of practice will be like. The following three areas were mentioned the most in this open-ended question.

  • ""Growth/expand role/expansion 17.9%"
  • "Change 17.9%"
  • "Expanded scope of practice 10.3%"

The following quotes provide a range of thoughts by respondents to the question of what advice would you like to give to students about the future of academics:

  • “Change. With the advance of technology, we are pushed to continue to innovate to become more effective teachers.”
  • “Increased use in telehealth service.”
  • “We need more students interested in (a variety of) pharmacy careers.”
  • “The importance of doing things differently and being innovative/creative.”

Critical Factors

Opportunities for Advancement 8.79
Leadership Development / Professional Involvement 9.38
Community Impact 8.49
Autonomy 8.71
Focus 7.92
Prestige 9.41
Creating Value / Positive Outcomes 9.41
Patient Relationships 2.42
Co-worker / Client Relationships 8.97
Writing / Conducting Research 6.53
Generating New Ideas 8.26
Supervision / Management 7.79
Patient Interaction 1.87
Public Interaction 5.34
Collaboration 7.47
Family Time / Leisure 6.03
Impact on Well-being 7.92
Problem Solving 6.81
Expertise 7.62
Repetition 6.40
Applying Scientific Knowledge 6.14
Applying Clinical Knowledge 4.80
Parental Leave 7.74
Compensation 7.37
Benefit Package 8.66

References / Resources

Career Center. American Association of Colleges of Pharmacy. Available at: www.aacp.org/resource/career-center. Acessed June 2025.

Academic Pharmacy’s Vital Statistics. American Association of Colleges of Pharmacy. Available at: www.aacp.org. Accessed May 2025.

Pharmacy Faculty Demographics and Salaries. American Association of Colleges of Pharmacy. Available at:www.aacp.org/research/pharmacy-faculty-demographics-and-salaries. Accessed May 2025.

Schommer JC, Sogol EM, Brown LM. Work profile factors identified from the career pathway evaluation program, 2018 pharmacist profile survey. Am J Pharm. 2019;83(10):7480.

Professional Organizations

Academy of Managed Care Pharmacy (AMCP)

675 North Washington Street, Suite 220, Alexandria, VA 22314
(703) 684-2600 | www.amcp.org

Accreditation Council for Pharmacy Education (ACPE)

190 South LaSalle Street, Suite 3000, Chicago, Illinois 60603-3446
(312) 664-3575 | www.acpe-accredit.org

American Association of Colleges of Pharmacy (AACP)

1400 Crystal Drive, Suite 300, Arlington, VA 22202
(703) 739-2330 | www.aacp.org

American Association of Pharmaceutical Scientists (AAPS)

Avedisian Hall, 7 Greenhouse Road, Kingston, RI 02881
(703) 556-0650 | www.aaps.org

American Association of Psychiatric Pharmacists (AAPP)

8055 O Street, Suite S113, Lincoln, NE 68510
(402) 476-1677| www.aapp.org

American College of Apothecaries (ACA)

2830 Summer Oaks Drive, Bartlett, TN 38134
(901) 383-8119 | www.acainfo.org

American College of Clinical Pharmacy (ACCP)

13000 West 87th Street Parkway, Lenexa, KS 66215-4530
(913) 492-3311 | www.accp.com

American Foundation for Pharmaceutical Education (AFPE)

11325 Random Hills Road, Suite 360A-105, Fairfax, VA 22030
2530 Professional Road, Suite 202, Richmond, VA 23235 Tel: 804-285-4431 Fax: 804-612-6555
(571) 404-0471 | www.afpenet.org

American Pharmacists Association (APhA)

2215 Constitution Avenue, NW, Washington, DC 20037
2530 Professional Road, Suite 202, Richmond, VA 23235 Tel: 804-285-4431 Fax: 804-612-6555
(202) 628-4410 | www.pharmacist.com

American Society of Consultant Pharmacists (ASCP)

1240 North Pitt Street, Suite 300, Alexandria, VA 22314
(703) 739-1300 | www.ascp.com

American Society of Health-System Pharmacists (ASHP)

4500 East-West Highway, Suite 900, Bethesda, MD 20814
(866) 279-0681 | www.ashp.org

Board of Pharmacy Specialties (BPS)

2215 Constitution Avenue, NW, Washington, DC 20037
(202) 946-5026 | www.bpsweb.org

Hematology/Oncology Pharmacy Association (HOPA)

555 East Wells Street, Suite 1100, Milwaukee, WI 53202
(877) 467-2791 | www.hoparx.org

National Alliance of State Pharmacy Associations (NASPA)

2530 Professional Road, North Chesterfield, VA 23235
(804) 285-4431 | www.naspa.us

National Association of Boards of Pharmacy (NABP)

1600 Feehanville Drive, Mount Prospect, IL 60056
(847) 391-4406 | www.nabp.pharmacy

National Association of Chain Drug Stores (NACDS)

1776 Wilson Blvd, Suite 200, Arlington, VA, 22209
703-549-3001 | www.nacds.org

National Association of Specialty Pharmacy (NASP)

300 New Jersey Ave, NW, #900, Washington, DC 20001
(703) 842.0122 | www.naspnet.org

National Community Pharmacists Association (NCPA)

100 Daingerfield Road, Alexandria, VA 22314
(703) 683-8200 | www.ncpa.org

National Pharmaceutical Association (NPhA)

10810 North Tatum Boulevard, Suite 102-965, Phoenix, AZ 85028
(480) 405-9291 | www.nationalpharmaceuticalassociation.org

Pharmaceutical Research and Manufacturers of America (PhRMA)

670 Maine Avenue, SW, Suite 1000, Washington, DC 20024
(202) 835-3400 | www.phrma.org

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