About

Ashley Castleberry, Pharm.D., M.Ed., is an Assistant Dean for Curriculum and Assessment and a Clinical Professor of Pharmacy Practice at the University of Texas at Austin College of Pharmacy. She holds the Alumni Centennial Endowed Fellowship in Pharmacy and has received the Educator of the Year Award. Her professional focus includes providing exemplary education, training, research, and professional development in the pharmaceutical sciences, with a mission to advance discovery, innovation, and patient care. She is involved in service to the university, professional, scientific communities, and society, contributing to the development of future pharmacy professionals and the advancement of pharmacy practice.

Research topics

• Computer Science
• Medical education
• Psychology
• Medicine
• Nursing
• Political Science
• Sociology
• Artificial Intelligence
• Pedagogy
• Knowledge management
• Engineering

Selected publications

• You’ve Got to Try This “Hack” to Visualize the Curriculum by Relative Credit Weight Distribution

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen accessSenior author
  PublisherDOI

• A Curricular Assessment Blueprint and Needs Analysis for the Curricular Outcomes and Entrustable Professional Activities

  American Journal of Pharmaceutical Education · 2025-02-25 · 2 citations

  articleOpen access

  The role of assessment in PharmD education and program accreditation continues to evolve with the release of the Curricular Outcomes and Entrustable Professional Activities (COEPA) and the Accreditation Council for Pharmacy Education Standards 2025. This special collection, titled the COEPA Curricular Assessment Blueprint and Needs Analysis, highlights best assessment practices related to each COEPA subdomain. The articles in this collection provide a blueprint for educators seeking a framework for designing and implementing assessment plans that achieve the expected outcomes for PharmD programs. The contributions of various authors in this collection are designed to offer guidance, inspiration, and suggestions to colleges and schools of pharmacy, as well as to promote analysis, evaluation, and debate that will advance pharmacy education and, ultimately, the pharmacy profession.

  PublisherDOI

• Across the Annual Meeting Tables: Evaluating Pharmacy Faculty Members’ Understanding of COEPA Assessment Strategies

  American Journal of Pharmaceutical Education · 2025-08-26

  articleOpen access

  OBJECTIVE: To assess pharmacy educators' knowledge and perceptions of Curricular Outcomes and Entrustable Professional Activities (COEPA) and Accreditation Council for Pharmacy Education (ACPE) Standards 2025 assessment strategies. METHODS: Participants at a session at the 2024 Annual Meeting of the American Association of Colleges of Pharmacy completed a Padlet activity with open-ended responses to 2 items. No participant demographic data was collected. RESULTS: Results from the session revealed that most participants are seeking efficient processes to collect and assess data at the individual student level while ensuring that the curriculum integrates all components of COEPA and ACPE Standards 2025. Careful attention is being paid to skills development and entrustable professional activities implementation across various learning environments. CONCLUSION: The study underscores both the enthusiasm and uncertainty surrounding COEPA and ACPE Standards 2025 implementation. There is a clear desire for more collaborative discussions, where participants can exchange resources and refine best practices. The COEPA-CaBANA collection of articles in the American Journal of Pharmaceutical Education is a method to encourage these collaborations. By sharing implementation strategies and best practices, stakeholders can move closer toward a coherent plan for meeting the new standards.

  PublisherDOI

• Influence of Demographic Characteristics on Perceptions of Pharmacy Faculty Workload Equity: A Post Hoc Analysis

  American Journal of Pharmaceutical Education · 2025-05-26 · 1 citations

  articleOpen access

  OBJECTIVE: To examine how specific demographic factors affect pharmacy faculty perceptions of workload equity. METHODS: A post hoc analysis of previously published survey results was conducted. Faculty were asked about the comparison of actual vs assigned workload, fairness of assigned workload, domains used by primary decision maker(s) when assigning workload, and the importance of factors to improve perceived fairness. Responses were grouped by gender identity (female vs nonfemale), race and ethnicity (White vs non-White), and clinical practice status (clinical vs nonclinical). RESULTS: A total of 662 complete responses were received (15.9% response rate). The distribution of effort for research/scholarship differed significantly between females and nonfemales (14.8% vs 22.2%, respectively). Female respondents reported significantly lower alignment between actual and assigned workload and indicated performing more actual service than assigned, compared to nonfemale respondents. This misalignment was also observed among non-White faculty. White faculty were more likely to believe that those assigning workload considered individual context and contributions. Differences were also found in workload allocation across gender identity, race and ethnicity, and clinical practice status, with the most substantial variations in time dedicated to research/scholarship vs clinical practice. CONCLUSION: Faculty self-reported workload allocation/assignment and perceptions of actual vs assigned workload varied based on gender identity, race and ethnicity, and clinical practice status. These findings highlight the importance of clear, transparent workload policies and equitable assignment of responsibilities. Considering individual faculty roles and contributions to the overall program is crucial for improving perceived fairness and job satisfaction.

  PublisherDOI

• Comparing Holistic and Mixed-Approach Rubrics for Academic Poster Quality

  American Journal of Pharmaceutical Education · 2025-02-28 · 2 citations

  articleOpen access

  OBJECTIVE: Poster quality at academic conferences has varied. Furthermore, the few poster-quality rubrics in the literature have limited psychometric evidence. Thus, we compared holistic vs mixed-approach scoring using a recently created poster rubric, scored by multiple raters, to evaluate validation evidence and time-to-score utility. METHODS: Sixty research posters were randomly selected from an academic conference's online poster repository. Using a previously created rubric (and without rubric training), 4 pharmacy education faculty members with varying levels of poster-related experience scored each poster. Initially, each rater holistically scored the posters, providing a single overall score for each. Approximately 1 month later, the raters scored the posters again using a mixed approach, assigning 4 sub-scores and a new overall score. We used the Generalizability Theory to assess the effect of rater experience and the Rasch Measurement Model to examine rating scale effectiveness and construct validation. Time-to-score for each poster was also compared. RESULTS: Generalizability Theory showed greater reliability with more experienced raters or when using the mixed approach. Rasch analysis indicated that rating scales functioned better with the mixed approach, and Wright maps of the construct provided useful measurement validation evidence. Raters reported scoring more quickly (30-60 s per poster) with holistic scoring, though differences in rater experience affected reliability. Meanwhile, mixed-approach scoring was slightly slower (60-90 s per poster), but the impact of the rater experience was reduced. CONCLUSION: Scoring was slightly faster with the holistic approach than with the mixed-approach rubric; however, differences in rater experience were lessened using the mixed-approach. The mixed approach was preferable because it allowed for quick scoring while reducing the need for prior training. This rubric could be used by students and new faculty when creating posters or by poster-competition judges. Furthermore, mixed-approach rubrics may be applied beyond posters, including oral presentations or objective structured clinical examination stations.

  PublisherOA PDFDOI

• Erratum to “A Curricular Assessment Blueprint and Needs Analysis for the Curricular Outcomes and Entrustable Professional Activities” [Am J Pharm Educ 89 (2025) 101378]

  American Journal of Pharmaceutical Education · 2025-05-30

  erratumOpen access
  PublisherDOI

• Leveraging Strategic Planning and Accreditation to Impact Change

  American Journal of Pharmaceutical Education · 2024-09-01

  articleOpen access
  PublisherDOI

• Team-Ready: Thematic Integration of Interprofessional Education into Required Curriculum

  American Journal of Pharmaceutical Education · 2024-09-01 · 2 citations

  articleOpen access

  Objective: Interprofessional education (IPE) requires student pharmacists to learn about, from, and with members or student members of the health care team. Preparing team-ready graduates requires consistent IPE experiences, but longitudinal IPE integration remains a challenge. This is a description of an intentional thematic integration of IPE into all four years of a required PharmD curriculum.

  PublisherDOI

• A National Survey of Perceptions Around Conditions Associated With Pharmacy Faculty Workload Equity

  American Journal of Pharmaceutical Education · 2024-02-02 · 9 citations

  articleOpen accessCorresponding

  OBJECTIVE: To assess pharmacy faculty members' perceptions of conditions associated with workload equity and factors that can improve workload equity. METHODS: A 26-item survey instrument was developed and distributed via email to members of the American Association of Colleges of Pharmacy Council of Faculties. Questions pertained to the workload distribution, fairness in assignment, and perception of the conditions associated with workload equity (transparency, context, credit, clarity, norms, and accountability) as well as institutional and individual demographics. RESULTS: A total of 662 responses were obtained (response rate 15.9%). Respondents' demographics were comparable to available national data. Approximately 41% of respondents reported their institutions did not have a written faculty workload policy. Most respondents reported their workload assignment was fair (highest with research/scholarship) but reported only moderate alignment between assigned and actual workloads. The rating level for what domains the primary decision maker uses to assign workload was highest for context, followed by credit, clarity, and transparency. Transparency was reported as the most needed condition to improve faculty perception of workload equity. Respondents also rated increasing trust between leadership and faculty and increasing productivity and accountability as the most important reasons to minimize workload inequities. CONCLUSION: This was the first national survey of pharmacy faculty perceptions around the conditions associated with workload equity. Though additional research is needed in this area, programs can work to implement strategies associated with all of the conditions, particularly transparency, to improve faculty perceptions of equity.

  PublisherDOI

• Generalizing AACP Poster Quality: Rater Experience Matters

  American Journal of Pharmaceutical Education · 2024-09-01

  articleOpen access
  PublisherDOI

Frequent coauthors

• Melissa S. Medina

  University of Oklahoma

  11 shared

• Adam M. Persky

  University of North Carolina at Chapel Hill

  11 shared

• Renee Acosta

  7 shared

• Kimberly K. Daugherty

  Sullivan University

  6 shared

• Justine S. Gortney

  6 shared

• Kelly C. Lee

  University of California, San Diego

  5 shared

• Surajit Dey

  4 shared

• Martha H. Carle

  Office of Education

  4 shared

Awards & honors

• Holder of Alumni Centennial Endowed Fellowship in Pharmacy
• Educator of the Year Award