To evaluate how curriculum committees in US schools and colleges of pharmacy have changed since 2011 with respect to their roles, organizational design, duties, charges, and operational activities. A survey was administered to 133 fully accredited schools and colleges of pharmacy. Data were gathered between March and September 2020, with survey items referring to the 2019–2020 academic year. Information collected included committee composition, leadership structure, assigned responsibilities, and formal charges. Additional questions examined alignment with assessment processes and Standards 2016. Data analysis consisted of descriptive statistics and direct comparisons with results reported in the 2011 survey. An 80% response rate was achieved; one incomplete survey was excluded from the final analysis. Nearly all institutions (93%) reported utilizing a curriculum committee as the primary mechanism for curriculum oversight. Faculty members and students remained the most prevalent committee participants; however, there was a notable increase in committees that included representatives from experiential education, administrative staff, program directors, library services, and pharmacy residents. Committee responsibilities have expanded beyond traditional curriculum development, mapping, and evaluation to encompass additional emerging functions. In roughly one-third of programs, responsibility for assessment-related activities is jointly held by curriculum and assessment committees. Curriculum committees continue to serve as an essential component of pharmacy education while adapting to a growing scope of responsibilities and increasing numbers of assigned charges. These committees are also developing new approaches to collaboration and task-sharing with assessment committees. Based on these findings, recommended actions include establishing clearer expectations for curriculum committees and limiting routine committee workload to ensure adequate capacity to address future challenges as they arise.
