Leadership


Provost Patel

Tarun B. Patel
Tarun B. Patel

Provost and Vice President of Academic Affairs

Tarun B. Patel, Ph.D., began as Provost and Vice President of Academic Affairs of Albany College of Pharmacy and Health Sciences on July 1, 2015. In this role, he oversees all areas of the College related to academic programming, research and scholarship, student affairs, and faculty development. Prior to joining ACPHS, Dr. Patel was a Professor in the Department of Molecular Pharmacology and Therapeutics at Loyola University Chicago’s Stritch School of Medicine.

He was recruited by the School of Medicine to be Chair of the Department of Molecular Pharmacology and Therapeutics and served in that role for nearly ten years. He also served as Professor in the Department of Pharmacology at the College of Medicine on the University of Tennessee Health Science Center campus in Memphis, TN.

Read more about Dr. Patel

  • Stefan Balaz, Chair of the Department of Pharmaceutical Sciences on the Vermont Campus
  • David W. Clarke, Dean of the School of Arts and Sciences
  • Brian Cowles, Vice-Chair of the Department of Pharmacy Practice
  • James Gallo, Chair of the Department of Pharmaceutical Sciences
  • Darren Grabe, Interim-Chair of the Department of Pharmacy Practice
  • Robert Hamilton, Dean of the School of Pharmacy and Pharmaceutical Sciences
  • Martha Hass, Dean of Graduate Studies
  • Colleen McLaughlin, Chair of the Department of Population Health Sciences
  • Shaker Mousa, Vice Provost for Research
  • Wendy Neifeld-Wheeler, Dean of Students
  • Tarun Patel, Provost and Vice President of Academic Affairs
  • Michael Pittman, Chair of the Department of Humanities and Communication

    PROVOST'S HONORS CIRCLE

    The Provost's Honors Circle is a three-year interdisciplinary experience for honors students in the College's bachelor of science (B.S.) programs.

    The goal of the program is to provide enrichment opportunities to high-achieving B.S. students who are intellectually curious, well-rounded, engaged with their community, globally-conscious, and exhibit leadership potential.

    Students interested in the Program must fill out an application and interview with members of the Honors Circle Committee. Honors Circle students, who are accepted at the end of their first (freshmen) years, must maintain a class ranking in the top 10% for their remaining three years at the College to remain eligible for the Program.

    Once selected, students meet with faculty mentors in the fall semester of their sophomore years to develop a healthcare related theme that will guide their collective work over the next three years (e.g., vaccines in developing countries). Depending on the project, there may be opportunities for domestic and international travel. Honors students are required to share their experiences, talent, and learning with peers through a colloquium, annual newsletters or blogs, classroom presentations, and volunteer efforts.
     

    PROVOST'S TECHNOLOGY AWARDS

    The Provost Technology Awards align with the College’s strategic goals by supporting the greater use of online teaching and learning for distance education.

    The program encourages instructors who are new to asynchronous or synchronous online learning to develop a hybrid course. 

    For the purposes of the award, this will require converting at least two weeks of face-to-face teaching to an online mode (synchronous or asynchronous) while conducting the rest of the course using the traditional approach. Or, a course with an asynchronous online component could be partly converted to a synchronous approach. 

    The aim is to develop expertise and experience in the different modalities, thereby enabling more instructors to use a hybrid approach.

    Congratulations to the 2016-17 Provost's Technology Award Recipients
    Katie Cardone
    Katie Cardone, Pharm.D., BCACP

    Project: Nephrology Anywhere

    This project changes the delivery methods for PHM525: Advanced Nephrology to (a) provide a flexible format that allows students on both campuses to enroll in the course; (b) create a more engaging and active learning environment; (c) prepare students to move from the classroom to APPEs and clinical practice. The course design will include mini-lectures, contemporary real-life examples, links to relevant instructional media, and asynchronous activities completed on the discussion board and through Padlet.

    Barry DeCoster
    Barry DeCoster, PhD

    Project: Online Ethics in Research

    This goal of this project is to design and develop an online, asynchronous version of ETH610: Ethics in Research that retains the pedagogical strengths of the current course: individual reflection through written work and discussions that allow for collaborative critical reflection on ethical topics. The major deliverables include recording a series of instructional videos to complement assigned readings and implementing VoiceThread, an easy-to-use collaboration tool that enables users communicate through the use of voice, text, audio file, or video comments.

    James Doyle
    James Doyle, PhD, DABT

    Project: Development of Online Toxicology Professional Elective

    The goal of this project is to revise, update, and enhance the elective, BIO455 and 640G: Toxicology, to be a high-quality student-centered online course. The fully-online format reduces schedule conflicts for students and opens the course to students on both campuses, particularly to students in PharmD and graduate programs. The project builds on the current successes of the course in hybrid format and involves creating instructional videos with embedded assessments and using adaptive features to support individualized learning.

    Daniel Smith
    Daniel Smith

    Project: History of Public Health & Medicine in the United States - Professional & Public Health Elective

    Drawing from the student-centered instructional practices currently used in HIS330: History of Public Health and Medicine in the United States, this project will bring course content to life in a virtual setting. An online version of the course increases potential for in-depth discussions, facilitates sharing of historical primary and secondary resources, and gives students experience with virtual collaboration that is representative of the real-world. The project will use tools available in Blackboard to build an interactive fully online course.