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Academia (Social and Administrative Sciences)

Social and administrative sciences (SAS) faculty focus on teaching, research, and policy that connect pharmacy with the broader health care system. Faculty in this field often collaborate across disciplines and advise government, industry, or public health partners. These roles provide opportunities to mentor student pharmacists, influence practice, and contribute to the profession’s future.

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

Academia is an attractive option for pharmacists who enjoy working with student pharmacists while having opportunities to engage in research. With the increase in the diversity of academic positions, it can no longer be said that an academician’s career is confined to the laboratory or classroom. Three distinct profiles are included in this series: Clinical Practice, Social and Administrative Sciences, and Pharmaceutical Sciences. Each profile provides information on the similarities and differences in these three academic careers.

Social and Administrative Sciences (SAS) academicians often work with other health care professionals in a consultative capacity or as a lead investigator in research. Moreover, the opinions of SAS academicians are frequently solicited by the pharmaceutical industry and the government before making policy decisions. Therefore, SAS academicians have an indirect impact on patient care.

The “academia” category may be loosely defined as belonging to a university faculty, usually that of a college of pharmacy. However, SAS academicians also hold academic positions in medical, veterinary, public health, public policy, marketing, and other health care–related educational institutions. Positions may range from dean of a college of pharmacy to classroom professor.

Duties of an SAS pharmacist may include administrative activities, scientific research, supervising research, teaching graduate students, speaking or publishing in scientific venues, and teaching student pharmacists in the classroom or at experiential practice sites.

Characteristics

A total of 32 pharmacists responded to the 2024–2025 APhA Career Pathways Program Survey and listed their roles as a part of the SAS group. Twenty-two percent completed a residency; 10 percent completed a fellowship; and 13% completed both a residency and fellowship. Of those that listed their degree, 15 have a PhD, eight have a PharmD, five have an MS, two have an MPH, and two have a JD. Seven stated they have more than one graduate degree.

According to the American Association of Colleges of Pharmacy (AACP) Profile of Pharmacy Faculty report of 2024–2025, there are 283 faculty members in the SAS cohort. Average salaries range from professors at $194,622 to assistant professors at $125,628. Those in administrative roles (deans) are included in the salary ranges provided in that profile.

Respondents indicated that 54.5% work nights and weekends while 40.9% travel for their roles. Communication (22.7%) and flexibility (18.2%) were listed as the most important skills for the respondents.

Some of the respondents provided highlights of their careers thus far. One respondent from Tennessee indicated, “The most important skill for an academic pharmacist is flexibility.” As noted in a different academic profile, change happens frequently. Another from Illinois stated, “Ability to clearly communicate with people of widely varying backgrounds is important.” Another respondent from Florida listed key skills as “[e]mpathy, problem solving, and the ability to communicate effectively with people at (all) education levels.”

Insider’s Perspective

Top 5 – First tier

Below is a list of critical factors that SAS faculty indicated are their top five. Of interest are the three factors which have the same rating and are listed at number five. Note that repetition is also listed as the second highest factor; however, most comments noted a variety of work and having little to no repetition. Note that there are 25 total critical factors to select from.

  • Opportunity for advancement (28.6%)
  • Repetition/variety (25.0%)
  • Writing/research (17.9%)
  • Problem solving (17.9%)
  • Ongoing relationships/future focus/application of knowledge (14.3% each)

Top 5 – Second tier

The second grouping of top critical factors listed below includes overlap from the initial top five list. This is not uncommon in the profiles, as noted by the list including ongoing relationships, repetition/variety, and problem solving.

  • Advanced degree (39.3%)
  • Ongoing relationships (14.3%)
  • Problem solving (10.7%)
  • Repetition/variety (10.7%)
  • Autonomy (10.7%)

Respondents indicated the most rewarding and most challenging areas in their roles. Overall, 50.0% of the respondents indicated that student success and growth are the most rewarding aspects of the role.

One respondent from Ohio stated, “Most rewarding experience for me is watching students develop and go from nervous first-year students to confident pharmacists.” A Wisconsin respondent summed up what many were saying, that it is: “Rewarding: watching students grow over their journey in pharmacy school. Challenging: watching students struggle and not ask for help.”

One respondent from the University of California, San Francisco (UCSF) offered a different perspective, stating, “Getting a research grant is most challenging and adequate support from administration.”

A highlight for one of the respondents from Wisconsin is “[k]nowing I had a role in what the profession will look like in the future.” Similarly, a respondent from Pennsylvania stated that a highlight is “[s]eeing a student truly find their passion and be confident in the work they do and making a positive difference doing it.” Three respondents highlighted being chosen as teacher of the year.

Most Appealing Aspects

What aspects of the role are most appealing?

At 42.9%, a significant proportion of faculty indicated that working, teaching, and impacting student pharmacists are the most appealing aspects.

One respondent from Minnesota indicated that they like the opportunity to “[w]ork with students and former students.” Another from Tennessee added, “The most appealing part for me is that I enjoy working with students and helping them develop into excellent pharmacists.” A faculty member from Ohio stated that they like “[b]eing able to impact the future generation of pharmacists.”

Least Appealing Aspects

What aspects of the role are least appealing?

No single factor stood out as being least appealing, even though there were numerous responses to this question. Workload balance was listed as being a concern by 10.7% of the respondents. One respondent from New York summed this up as follows: “The least appealing aspect of my role is the dual responsibilities between the academic and clinical settings.”

The other area mentioned at 10.7% was attending meetings. One faculty from Minnesota was succinct in describing the least appealing aspect as “[m]eetings that accomplish nothing.” Finally, a couple of faculty mentioned having to take care of difficult student situations and unprofessional student behavior.

Advice

What advice should student pharmacists and practitioners consider when selecting a position as a SAS faculty member?

Flexibility was listed by 17.9% of the respondents. One respondent from Tennessee stated, “Be flexible and willing to experience new situations.”

One respondent from Ohio added, “Networking, being involved in professional organizations, and residency open a lot of doors for you. Pharmacy is a very small world.” Another from California indicated, “My advice for students is to take advantage of opportunities that are presented to you especially if they take you out of your comfort zone a little. This is where the growing occurs.”

Finally, a faculty member from North Carolina stated that academia is a “[v]ery exciting field with tons of opportunities.”

Critical Factors Ratings

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

Participants rated this factor in the upper range at 8.36, indicating that there are great opportunities for advancement.

One respondent from Tennessee provided a broad overview, stating, “Faculty advance through the ranks of Assistant, Associate, and Professor. There is also some potential to apply for administrative roles and advance in this direction.” Another from Illinois added, “Within pharmacy administration I’d be able to seek out Associate Dean positions within Student and Academic Affairs based on my experiences within academia and pharmacy administration.”

Probably the most succinct response from a faculty member in Illinois was: “The university environment allows for continuous advancement in your discipline.”

8.36
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?]

Respondents rated leadership and professional involvement as the highest critical factor at 9.36. As faculty who provide information regarding professional services, public health, policy, administration, and other roles, they to help student pharmacists become more involved and teach leadership skills.

A respondent from Iowa stated, “Leadership training and opportunities are available in academia. An interested person can have multiple leadership experiences while working in pharmacy academia.” Another respondent from Minnesota added, “Academic Pharmacy allows for many, many opportunities to develop one's leadership skills. I have held elected office in AACP (Section Chair and member of the Board of Directors), have served on national committees both in AACP and ASHP, chaired a SIG or Advisory Group in AACP and ASHP, respectively. I am also a Past President of our state's Rural Health Association.”

9.36
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 does your work have in terms of serving the community?]

Community impact can vary based on the specific role that the faculty member has and their research areas. Faculty listed this factor in the mid-range, with a rating of 7.21.

One respondent from Illinois stated that they have “[s]ome impact when involved in community outreach and service events.” Another from Tennessee added, “As part of my faculty assignments, I’m the APhA Immunization coordinator and so I also supervise our students at many vaccination events. I also serve as APhA advisor and frequently supervise at various community events. I also serve as an expert for media appearances when questions are sent to the University that are within my scope (pediatrics, vaccines, interprofessional education, simulation education).”

7.21
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?]

Autonomy is truly individualized. How one defines this can impact your response. Respondents looked at having a high level of autonomy with an 8.64 rating.

One respondent from Illinois summarized this for many: “Academia does offer lots of independence and freedom.” Another from California added, “Academia has a high level of autonomy. This is great for self-starters with intrinsic motivation. It is not so great for people who really need structured roles.”

8.64
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?]

Most respondents stated that they have a need to look toward the future with a rating of 7.32.

One faculty member from Arizona stated, “Always thinking about future states and future needs of students.” Another respondent from Alabama added, “Planning for future curriculum and assessment projects is as important as current teaching responsibilities.” A different Arizona respondent indicated that “[a]cademia is a mix of current vs future focused. There are day-to-day things that need to be addressed as a faculty member, especially while actively teaching and coordinating a course to being future focused in planning for a course, association involvement and committee work, and research.”

7.32
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?]

Respondents rated prestige as the second highest factor in the list. Many discussed the importance of this in academia and university positions. Some are concerned that this may be diminishing with the current national discussion on academic institutions.

One respondent from Illinois looked at both sides of this and stated, “I feel that being an academic is a prestigious job, even if the pay and perks might not be those of someone in a corporate job. Sadly, it feels like some people in this country don't value higher education anymore.”

Another faculty member from Minnesota provided a more detailed look at prestige, stating, “It is always a pleasure to encounter former students at area, state, and national pharmacy meetings. The prestige of being a faculty member among other pharmacists, other health care students and providers, the press and even among legislators, is palpable. There is a downside, as well, the perception that faculty, especially those who do not actively practice, have their ‘heads in the clouds’."

Finally, one faculty member was very brief in stating, “Society values and honors university professors.”

8.79
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?]

Respondents enjoy the opportunity to work with student pharmacists on a daily basis. Many highlighted that they feel positive about their value when they see students become successful in school and after graduating. They rated this critical factor at an upper-range score of 8.71.

One respondent from Ohio summed this up nicely when they stated, “Seeing the successes of former students is extremely rewarding.” Another from Florida added, “Training future health care providers is the most fulfilling thing I can think of.”

8.71
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?]

Patient relationships received the second-lowest score of 0.92. This makes sense based on the roles and responsibilities of the group.

One member from Minnesota stated, “I am not involved in direct patient care.” Another from California added, “My role has a heavy administrative component, so no face-to-face patient care.”

0.92
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?]

In comparison to patient relationships, respondents are much more involved with coworker and client relationships, rating this factor at 7.36.

A respondent from Illinois stated that they have “[l]ong relationships with coworkers and shorter relationships with students/clients.” Another from Iowa added, “Long-term relationships with coworkers help support ongoing progress in scholarship and teaching. Such relationships allow us to share ups and downs and can lead to lots of learning. We couldn't do this work without healthy ongoing relationships with colleagues.”

7.36
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?]

SAS academicians rated this factor in the mid-range at 6.54. Responses varied by position; those with administrative roles indicated having less time for some of these activities.

A respondent from Minnesota stated that they “[e]njoy doing the research, writing papers, and presenting posters or speaking at national meetings. Do not care much for chasing down the grant dollars to fund my research activities!”

One the other side of the spectrum, one respondent from Wisconsin succinctly stated, “Ten percent of my time is dedicated to research/scholarship.”

6.54
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?]

While many do indicate that this is a key part of the role, as a cohort respondents rated generating new ideas at the mid-range score of 7.39.

One faculty member from Minnesota stated, “You must continue to think about better ways to instruct students and manage research projects.” Another from California added, “We are required to continually evaluate our assessment outcomes and then tweak or overhaul what we are doing if there are deficiencies or gaps. This leads to new ideas.” One more from Wisconsin added, “Innovative teaching types and approaches are encouraged.”

7.39
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?]

The rating of 5.11 puts the group in the middle of the range when it comes to supervision and management.

One respondent from Arizona indicated that they spend “[s]ome time thinking about how things run, how faculty and staff and student needs are met.” Another from Tennessee added, “I supervise students frequently and then assist the Associate Dean of Student Affairs in managing our budget.”

5.11
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?]

The critical factor related to patient interaction was the lowest rated factor by this group. This does make sense as most of the faculty are researchers and teaching. Some do have the opportunity for patient care; however, it is limited in scope.

One respondent from Tennessee provided the following: “I practice at the hospital maybe 20–25 hours/month so very little interaction throughout the month.” Another faculty member from Minnesota added, “Most of my patient interaction occurs at the weekly 2-hour sessions at our student-run free clinic.”

0.74
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?]

Respondents spend a little more time interacting with the public. One respondent from Arizona stated, “Health fairs, student recruitment, indirectly through state association activity.” Another from Wisconsin added, “My interactions with the public occur only occasionally when I'm working on a project that connects to patients or public organizations.”

2.96
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?]

Respondents rated collaboration with other health groups in the mid-range, with a score of 5.93.

A respondent from Iowa stated, “The nature of my scholarship often involves doctors, mid-levels and others collaborating with pharmacists.” Another from Tennessee added, “I spend a lot of time interacting with other colleges at our health science center and also regarding student affairs issues as well as academic requirements for interprofessional education.”

A faculty member from Texas also felt that “[i]nterprofessional education and practice are required of all pharmacy programs. There is much opportunity collaborating with other health professions.”

5.93
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?]

Family and leisure time is rated at a mid-range score of 6.07. This is somewhat dependent on the individual school.

One respondent from Arizona provided a more detailed response: “Earned time—learned to set boundaries and have flexibility to change the rigor of the boundaries and prioritize.”

A respondent from Minnesota had a different take: “Although not in the office on weekends or holidays, I am often doing work from home during those days.”

6.07
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?]

A few respondents were open about the opportunity to impact the well-being of other individuals. They rated this factor in the mid-range at 6.28.

A respondent from Iowa stated, “Some students, I change their lives for the better. Others won't remember me 10 minutes after our last class.” Perhaps this is why they rated this factor in the mid-range.

Another from Minnesota goes the extra mile, stating, “I try my best to accommodate students' school and work schedules by adjusting assignment deadlines in my elective course, by teaching a Hy-Flex course, and by having a ‘When the door is open, it's office hours’ policy. I also check in with students by email when I learn that they are missing school due to illness.”

6.28
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?]

Respondents rated problem solving in the mid-range, with a score of 5.61. A faculty member from Tennessee stated, “I think I’m balanced and quickly adapt. I will start with the tried-and-true way, but if I don’t see quick resolution I’ll pivot to an untested alternative to accomplish the task.”

Another respondent from Iowa added, “My scholarship typically is about piloting new ideas and approaches. Conversely, my managerial work tends to rely on tried & true approaches.”

5.61
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?]

As the group is diverse in their backgrounds, they rated specialized expertise in the upper mid-range of 7.57.

A faculty member from Kentucky summed this up nicely based on her background when she stated, “As a faculty member, my expertise is in the social and behavioral sciences and policy studies.” Another from Illinois added that “[m]ost faculty in my area have a PhD, thus specialized training required.”

7.57
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?]

Almost every position in the pharmacy field involves repetition. The respondents provided a mid-range rating of 6.11 for repetition,

One faulty member from Iowa stated, “It's only as repetitive as I want it to be. Even teaching allows for changes day by day as you see fit.” Another from Tennessee added, “The things that are variable are unique individual needs of students. There are of course some general similarities, but each student often brings unique situations to the table.”

6.11
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?]

Participants varied in their responses, with application of scientific knowledge receiving a score of 7.14 as compared to 4.18 for application of clinical knowledge.

One respondent from California stated, “More applied in terms of scholarly work.” Another from Tennessee differentiated the type of work they do: “When teaching classes or working on scholarship and research, I am using scientific and clinical knowledge.”

7.14
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?]

As noted above, the group rated application of scientific knowledge more highly than application of clinical knowledge, which they scored at 4.18.

One respondent from Massachusetts stated, “I'm more public health focused which is less clinical but does draw from a clinical foundation.” Another respondent from Iowa was rather succinct, stating, “I am a researcher and do not practice.”

4.18
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?]

Most respondents are aware that parental leave exists. However, some are not in a position to need this benefit. This may be why the rating is mid-range at 6.54.

One respondent from Wyoming simply stated, “Not applicable.” Another from Arizona said that they “[d]on't really know, think there are some, and not a parent.”

On the other side, a faculty member from Illinois added, “Parental leave for childbirth/adoption is 3 months for either sex.”

6.54
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 is truly an individual decision. Many factors can play into the decision, including location, other funding, consulting opportunities, and research grants, to name a few. This factor received a mid-range score of 6.50, indicating that many feel additional compensation would be helpful.

One respondent from Tennessee stated,: “Depending on (the) institution, you may feel well compensated. At my institution I am not well compensated (nor was I at my previous institution).” Another from Minnesota added, “The administrative stipend received does not really correlate with the amount of work performed. My overall salary is on the other hand fair and consistent with the hours worked.”

6.50
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?]

Most universities offer a competitive benefit package. One respondent from Illinois put it plainly: “Excellent plan benefits.” Another from Massachusetts added, “Very good benefits but as costs increase, more cost shifting to me has occurred.”

7.46
0 1 2 3 4 5 6 7 8 9 10
0 = Not comprehensive 10 = Very Comprehensive

Advice for students

Respondents had a variety of comments regarding advice for student pharmacists on this career path, including:

  • "Great flexibility and work/life continuum; have to love teaching/mentoring students."
  • "It's very hard work but very rewarding."
  • "Take advantage of all of the opportunities you are afforded during pharmacy school! You never know in what area of pharmacy you will land!"
  • "Work on communication skills. Practicing medicine does not happen in a vacuum; it happens when lots of people with unique skills come together to create positive changes for patients."

In addition, respondents provided information on what they see as the future of the practice area. Their comments are below.

  • "Creating more programs for multidisciplinary students to better understand health policy."
  • "For future areas of practice, I see them being more patient focused and less on the physical dispensing side of things. But there will still need to be pharmacists involved with dispensing for patient safety."
  • "More automation and customization for patient care."
  • "A lot of change and adaptability—the need to be innovative in education delivery."
  • "For the future of academic pharmacy, I see being an example for future generations of pharmacists and encouraging the new generations to take hold of the profession."

Critical Factors

Opportunities for Advancement 8.36
Leadership Development / Professional Involvement 9.36
Community Impact 7.21
Autonomy 8.64
Focus 7.32
Prestige 8.79
Creating Value / Positive Outcomes 8.71
Patient Relationships 0.92
Co-worker / Client Relationships 7.36
Writing / Conducting Research 6.54
Generating New Ideas 7.39
Supervision / Management 5.11
Patient Interaction 0.74
Public Interaction 2.96
Collaboration 5.93
Family Time / Leisure 6.07
Impact on Well-being 6.28
Problem Solving 5.61
Expertise 7.57
Repetition 6.11
Applying Scientific Knowledge 7.14
Applying Clinical Knowledge 4.18
Parental Leave 6.54
Compensation 6.00
Benefit Package 7.46

References / Resources

American Association of Colleges of Pharmacy. Pharmacy Faculty Demographics and Salaries. Arlington, VA: AACP. Available at: www.aacp.org/research/pharmacy-faculty-demographics-and-salaries. . Accessed June 1,2025.

Pharmacist Profile Survey. 2024–2025.

Schommer JC, Brown LM, Sogol EM. Work profile factors identified from the Career Pathway Evaluation Program, 2018 Pharmacist Profile Survey. Am J Pharm Educ. 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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