Department of Physical Medicine and Rehabilitation Promotion and Tenure Guidelines

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1 DRAFT 1 Department of Physical Medicine and Rehabilitation Promotion and Tenure Guidelines For all general information on Promotion and Tenure, refer to the School of Medicine s Office of Faculty Affairs web site For further information, please refer to the Provost s website and the UM System Collected Rules and Regulations In general, faculty members are offered one of five types of initial appointments: non regular term (non tenure track) appointments that include clinical track, research track, and teaching track or regular term appointments (tenure track) which include (clinician scholar) and (research scholar) paths to tenure. Unlike faculty members in regular term appointments, faculty in clinical track, research track and teaching track appointments are not eligible for consideration for continuous appointment (tenure). Faculty in both the Clinical Track and Tenure Track may request consideration for promotion in any year. Academic rank (and tenure where applicable) are awarded to recognize and promote excellence in teaching, research, and service including patient care. All faculty, regardless of the track on which they are appointed, are expected to contribute to the mission of the University through forms of scholarship, teaching service. The levels of emphasis on each track vary as summarized below. Table I Summary of Faculty Criteria by Track Faculty Criteria by Track Activity Tenure Track Non Tenure Track Clinician Research Clinical Track* Research Track* Teaching Track* Scholar Path Scholar Path Research, scholarship and/or creative work Excellence Excellence Encouraged but not required Excellence Encouraged but not required Teaching, advising, and Excellence Excellence Excellence Encouraged but not Excellence serving as a mentor required Service other than clinical Significant Significant As appropriate As appropriate As appropriate contribution contribution Clinical Service Excellence Required if Excellence Not required Not required appropriate *Faculty members on these non tenure tracks may be evaluated in no more than two required activities; however, we believe that scholarly/creative endeavors promote and enhance teaching and service.

2 DRAFT 2 Tenure Track Appointments (General guidelines summarized from the Mission, Goals and By laws of the School of Medicine) 1. All tenure track faculty members have the right to be reviewed for tenure at times specified in Section , University of Missouri Collected Rules and Regulations of the MU Faculty Handbook. Earlier review for tenure and/or promotion may occur for outstanding academic merit. 2. Independent of tenure status, a faculty member has the right to be considered for promotion at intervals during his/her career. For tenured faculty below the level of professor, credentials will be reviewed for promotion at least every five years. A faculty member has the right to request consideration for promotion in any year. 3. Reviews for promotion and tenure action may be initiated by the faculty member, the departmental chair and the departmental promotion and tenure committee. 4. Recommendations relative to promotion to associate professor or professor, and recommendations for tenure, shall be referred by the Dean with all documentation to the Committee on Faculty Appointment, Promotion and Tenure. 5. Principles and guidelines for appointments, promotion and tenure shall be recommended by the Committee on Faculty Appointment, Promotion and Tenure, and approved by the Faculty Assembly, and published. Evaluation shall be in the areas of teaching, patient care, health care, clinical research, basic science research, other forms of inquiry and service to the University, professional organizations, and the community. Account will be taken of the type and quality of the creative activity normally expected in the candidate's field. Length of service is not adequate merit in itself for promotion or tenure. A faculty member to be considered for promotion and/or for continuous appointment (tenure) should have demonstrated professional excellence in the first two of the following areas: a. Teaching and advising b. Research and/or creative work c. Service

3 DRAFT 3 Tenure Tract Appointments, Department of Physical Medicine and Rehabilitation Academic rank and tenure are awarded to recognize and promote excellence in teaching, research, and service including health care. The Faculty Bylaws of MU explicitly place in the faculty the full responsibility for determining the qualifications for faculty membership for promotion and for awarding continuous appointment (tenure). Research is an important mission of the University; therefore, faculty contributions in the areas of scientific research, inquiry, artistic creativity, and humanistic scholarship are encouraged. Equally important, quality teaching is at the heart of the University, the School of Medicine and the Department of Physical Medicine and Rehabilitation and expected of all faculty members. Service, including patient care, is a third consideration in promotion and tenure; however, in itself, service is not considered at the same level of importance to rank, promotion and tenure as research and teaching. Accomplishments in each of these areas will be determined according to criteria and guidelines established by the Department of Physical Medicine and Rehabilitation consistent with the criteria and guidelines established by the Faculty Appointment, Promotion and Tenure Committee of the School of Medicine. A. Teaching and Advising: Teaching Associated with Exemplary Patient Care A faculty member who excels in teaching will inspire and motivate students, residents and/or fellows in their studies, continue in scholarship to increase personal depth and breadth of knowledge, and contribute to improving the effectiveness of teaching. Counseling and advising students shall be considered part of the teaching responsibility. Effective teaching is an important criterion to appointment or advancement. In judging the effectiveness of a candidate's teaching, the Promotion and Tenure Committee will consider such points as the command of the subject, continuous growth in the field, ability to organize material and to present it with confidence and logic. Outstanding faculty members vitalize learning and teaching, arouse curiosity in learners at all levels and are recognized as role models. These faculty are sought out as advisors. No single set of satisfactory criteria for judging teaching effectiveness can be prescribed; however, among significant types of evidence of teaching effectiveness are the following: 1) Opinions of other members of the department, particularly if based on observations by senior faculty 2) Opinions of medical students, graduate students, residents and others 3) Opinions of graduates who have achieved notable professional success since leaving the University or completing training 4) Number and caliber of students guided in scholarly endeavors by the faculty member

4 DRAFT 4 5) Development of new and effective strategies of teaching and learning B. Research and/or Creative Work and/or Scholarly Endeavor Research Scholarship and creative work are important to the Department and successful faculty will be distinguished by research published in peer reviewed journals and publications. While number of publications is one measure of a faculty member s scholarly productivity, the quality of the work is equally important as indicated by the quality of the journals. Emphasis is placed on the individual's contribution to the body of knowledge in the field. This may be in the form of improved understanding of knowledge in the area or field, the development of new strategies for quality patient care, or improved methods of advancing patient care and/or medical education. No type of publication or other contribution is automatically excluded from consideration. It should be noted that publications and other works that paraphrase or reiterate the work of others such as book reviews, letters, and other submissions that do not really contribute to the sum of knowledge are considered a somewhat lesser level of scholarly quality for tenure track faculty. The volume of scholarly work should be weighted toward original thought and discovery or the synthesis of information that promotes new knowledge and understanding. The volume of scholarship will be evaluated with consideration to the percentage of effort included in the letter of appointment and revisions of percent of effort agreed upon at annual reviews between the faculty member and the chair. Equally as important as the number of peer reviewed and disseminated scholarly works and the quality of the scholarship is the sustained productivity of the faculty member. C. Clinical Service The extent of participation in clinical functions is recognized as an important role for clinicians. The percent effort devoted to patient care is determined by the chair and the faculty member and may vary based on discussion at the annual review. It assumed that all clinical faculty perform at a satisfactory level in patient care. Less than a satisfactory level of patient care will be considered in the promotion and tenure review; however, if a basic level of patient care is not being provided there are other means for addressing these issues. For promotion and tenure, it is expected that a clinician has clearly outstanding current knowledge and the ability to apply such knowledge in clinical medical problems in such a manner that patients benefit and colleagues, residents, fellows and students learn from the experience. Evaluation of outstanding clinical ability is best judged by peers. In the review

5 DRAFT 5 process, the observations and opinions of peers will be sought as a part of the dossier. Peers are considered to be family physicians and clinicians in other specialties. Other information useful in assessing clinical competence may include comparative provider profiles, quality improvement monitors, patient satisfaction reports, medical records completion and reviews of other patient care documents. D. Service Service includes departmental, School of Medicine, University of Missouri Health System and campus wide committee work, and administrative duties. Beyond this, a faculty member should participate in activities that work toward the solution of problems of public interest and concern, participate in the work of professional organizations and groups at governmental and technical agencies, or contribute in other ways outside the University. General Tenure Track Guidelines The performance evaluation of a faculty member on the tenure tracks Clinical Scholar and Research Scholar is based on the percent effort agreed upon by the chair and the faculty member. The Promotion and Tenure Committee of the Department of Physical Medicine and Rehabilitation will give careful consideration to the percent effort and the productivity. Each faculty member will be reviewed with consideration given to total performance as well as the four components. It is not possible to assign target numbers to the review process. In order to be productive on the Clinician Scholar track, a minimum of 20% time should be devoted to scholarship. Expectations of faculty on the Research Scholar track place more emphasis on scholarly productivity and a minimum of 50 60% effort should be devoted to scholarship. Excellence on the Research Scholar track and the Clinical Scholar track includes competing for external funding to support the research. Success in attaining external funding to support research is expected on the Research Scholar Track. The Department of Physical Medicine and Rehabilitation Medicine recognizes that the designations of clinical scholar and research scholar do not include teaching scholar. For our purposes, we will consider the teaching scholar similar to the research scholar with the difference being the allocation of effort with an even distribution to teaching and scholarship. The attainment of tenure recognizes the potential to continue as a productive faculty member. Consistent productivity in teaching, scholarship and service is essential. The University of Missouri requires periodic post tenure reviews.

6 DRAFT 6 Summary of Criteria for the Clinician Scholar and the Research Scholar Assistant Professor Associate Professor Professor Appropriate terminal degree for appointment Credentials Appropriate terminal degree for appointment Appropriate terminal degree for appointment Research, Scholarship and/or Creative Work certification and recertification as appropriate) Demonstrated capacity for high quality scholarly work is considered to be an average of 2 3 scholarly products per year. Primary scholarship should demonstrate original thought, be peer reviewed and disseminated.* Scholarly work should indicate the ability to work with multiple authors as well as to provide leadership and independence as first or sole author. Additional publications or creative work such as book chapters, review articles, monographs, state of the art educational products and strategies and commentaries are considered to supplement the demonstration of scholarship certification and recertification as appropriate) Expectations for research, scholarship and/or creative work are the same as described for the assistant professor. There should be evidence of increasing independence. While the assistant professor is reviewed for potential to be a productive faculty member, the associate professor should show evidence of developing recognition as an authority in a chosen area(s). Successfully competing for external funding is strong evidence that a faculty member is recognized as an authority. certification and recertification as appropriate) Expectations for research, scholarship and/or creative work are the same as described for the associate professor. There should be evidence of increasing independence as well as mentoring others. While the associate professor should show evidence of developing recognition as an authority in a chosen area(s), the professor is recognized for his/her work in chosen areas. Evidence of such recognition includes visiting professorships, national and international leadership in professional organizations, invited publications and presentations and advisory boards and committees. Successfully competing for external funding is strong

7 DRAFT 7 especially when presented in peer reviewed venues. evidence that a faculty member is recognized as an authority. Submissions for external funding to support scholarship are strongly encouraged. Success in obtaining funding to support research is expected for faculty on the research scholar track. At this rank, emphasis is on the potential for continued excellence as a faculty member. Teaching, Advising, and Serving as a Mentor It is recommended that faculty members develop a strategy for collecting evidence of scholarship, teaching, and service. Documents such as reprints, funding proposals, communications, teaching evaluations and acknowledgements are valuable for promotion, tenure and posttenure reviews. To address one of the primary missions of the School of Medicine, the University of Missouri Health System, and the campus, teaching is an expectation for all faculty. It is expected that a faculty member The teaching role of the associate professor is essentially the same as for the assistant professor with additional effort devoted to advising and mentoring. Continued growth as a teacher The teaching role of the professor is essentially the same as for the associate professor with additional effort devoted to advising and mentoring students and faculty members.

8 DRAFT 8 will devote a minimum of 20% time with learners including medical students, residents, fellows or undergraduates. Evaluation of teaching is based on learner evaluations. It is strongly recommended that assistant professors arrange to have senior faculty observe their teaching and provide written feedback. can be documented by the development of creative and innovative teaching strategies. It is assumed that productive faculty members are current in their field and bring this to the learning environment. Professors should be recognized as authorities in chosen areas. Teaching scholarship may include developing new courses, syllabi, new approaches to learning and innovative teaching methods and tools. Service Other than Clinical It is strongly recommended that each faculty member develop a strategy for collecting documentation of teaching performance including evaluations from students and peers, correspondence and teaching tools. Faculty are expected to participate in committee work and activities that promote wellbeing in the institution and the It is expected with seniority that faculty will participate in the committee work of the University, the School of Medicine and the Consistent with recognition as an authority in a particular field, it is expected that professors participate in national and

9 DRAFT 9 community. Extensive service is discouraged for assistant professors while they establish their scholarship and teaching activities. community. However, for the purpose of promotion and tenure, service work is not considered to be at the same level as scholarship and teaching. international committees, hold leadership positions in professional organizations and present at national and international meetings. Clinical Service (If Appropriate) Administrative leadership is included as service. Directing, coordinating, or in other ways leading scholarly activities and providing educational leadership should be considered as secondary to the effort devoted to establishing a strong foundation in scholarship and teaching. Clinical excellence should portray quality of the care provided. *Boyer, EL Scholarship Reconsidered. The Carnegie Foundation for the advancement of Teaching, Clinical excellence should portray quality of the care provided. *Glassic CE et al Scholarship Assessed Jossey Bass Publishers, Clinical excellence should portray quality of the care provided. Promotion Guidelines (Non Tenure) Department of Physical Medicine and Rehabilitation In 2009, the faculty of the School of Medicine approved three non tenure tracks. The MU Collected Rules and Regulations stipulate that non tenure track faculty shall be considered for promotion in only two areas of work. The criteria and procedures used in evaluation for promotion are established by each department and made known to the faculty. A department may choose to exceed the basic school guidelines so long as it complies with Rules and Regulations The Promotion and Tenure Committee of the Department of Physical Medicine and Rehabilitation reviewed the guidelines provided by the Dean s Office and developed the criteria for promotion for review and comment by the faculty.

10 DRAFT 10 School of Medicine Summary for Non Tenure Track Activity Clinical Track* Research Track* Teaching Track* Research, scholarship, Encouraged but not required Excellence Encouraged but not required creative work Teaching, advising Excellence Encouraged but not required Excellence and mentoring Service other than As appropriate As appropriate As appropriate clinical Clinical Service Excellence Not required Not required *Evaluation of the candidate s application for promotion should focus on the specific area of appointment teaching, research, clinical or extension as well as service and professional activities related to that primary responsibility. (CRR Executive Guideline No. 35, ) Guidelines for Academic Rank of Non Tenure Faculty, Clinical Track Department of Physical Medicine and Rehabilitation Assistant Professor of Clinical PM&R Credentials Appropriate terminal degree for appointment Associate Professor of Clinical PM&R Appropriate terminal degree for appointment Professor of Clinical PM&R Appropriate terminal degree for appointment General Promotion Criteria certification and recertification as appropriate) certification and recertification as appropriate The criteria for promotion are similar to those for the assistant professor with an emphasis on consistent productivity and recognition as a regional authority in one or more areas of expertise. certification and recertification as appropriate The criteria for promotion are similar to those for the associate professor with an emphasis on consistent productivity and recognition as a national authority in one or more areas of expertise.

11 DRAFT 11 Research, Scholarship and/or Creative Work The School of Medicine guidelines encourage but do not require scholarship; however, the Department of PM&R recognizes that engaging in scholarly work enhances a faculty member s effectiveness as a teacher and in patient care. Evidence of scholarship could include case reports, clinical reviews, evidence based reviews, surveys, pre post comparison studies, and clinical trials. The criteria for promotion in the clinical track are the same as for the assistant professor with an emphasis on consistent productivity and increased focus on areas of expertise. The criteria for promotion in the clinical track are the same as for the associate professor with an emphasis on consistent productivity and the recognition as an authority in one or more areas of expertise. Invited presentations, national, and international advisory committees, grant review panels, journal reviewer, and consulting are evidence of recognition as an authority. Presentations, workshops, seminars, and posters are further evidence of scholarship. Teaching, Advising, and Serving as a Mentor Active participation in regional and national professional organizations is also evidence of scholarship. Excellence in teaching is expected for the clinical track. Faculty should be involved with at least two groups of learners preclinical, clerkship and electives, residents, and fellows. Continued excellence as documented by evaluations, honors, and other recognition as a skilled educator. Excellence as documented by evaluations, honors, and other recognition as a skilled educator including national/international recognition. Visiting professorships; invited presentations; and leadership in

12 DRAFT 12 Teaching goes beyond giving lectures or precepting students or residents in the clinics or hospital. Faculty should engage in teaching scholarship including quality improvement in education, innovations in teaching, applications of technology, new learning strategies, and mentoring. professional organizations such as American Academy of Physical Medicine and Rehabilitation, Association of Academic Physiatrists, and American Congress of Rehabilitation Medicine are evidence of recognition as an authority in aspects of rehabilitation education. Faculty should demonstrate a command of the subject, continuous growth in the field, ability to organize material and to present it with confidence and logic. Chairman Rounds, Faculty Dialog, and noon conferences are examples of additional teaching considered to be essential for the clinical faculty member. Teaching scholarship bridges teaching and scholarship and includes presentations at professional meetings, seminars, and workshops. Teaching scholarship may also

13 DRAFT 13 involve non peer reviewed works such as essays, commentaries, the development of new teaching methods, and curriculum development. Clinical Service Clinical excellence should portray quality of the care provided. Clinical excellence should portray quality of the care provided. Clinical excellence should portray quality of the care provided. Leadership Service to the University Excellence as documented by quality measures, patient feedback/satisfaction assessments, peer reviews, incident reporting, quality assurance and/or risk management assessments, productivity as evidenced by departmental WRVUs, referring physician satisfaction assessments, development of clinical pathways, surveys, and receipt of clinical awards. The potential for service to the University, state, and national organizations should be present at appointment. Excellence as documented by quality measures, patient feedback/satisfaction assessments, peer reviews, incident reporting, quality assurance and/or risk management assessments, productivity as evidenced by departmental WRVUs, referring physician satisfaction assessments, development of clinical pathways, surveys, and receipt of clinical awards. Reputation for clinical expertise beyond MU and its affiliates as evidenced by invitations to write or speak on area of clinical focus. Evidence of service to the University, state, and national committees in the field respective field of expertise. Examples of Excellence as documented by quality measures, patient feedback/satisfaction assessments, peer reviews, incident reporting, quality assurance and/or risk management assessments, productivity as evidenced by departmental WRVUs, referring physician satisfaction assessments, development of clinical pathways, surveys, and receipt of clinical awards. Evidence of national reputation for clinical expertise as evidenced by invited lectureships, service on national committees, task forces, editorial boards, etc. Evidence of significant service to the University as evidenced by leadership role or active membership in University

14 DRAFT 14 Letters of Recommendation At least three letters of recommendation from faculty at Associate Professor level or higher attesting to professionalism, clinical excellence, commitment and effectiveness as a teacher. evidence for service include: Administrative accomplishments as evidenced by activity in the Department, School of Medicine, University Physicians, etc. Outreach and network activity Community activities Service on regional, state, and national committees Active participation in regional and national presentations At least three letters from experts in the applicant s field, external to the University and its affiliates, who hold the rank of Associate Professor or Professor (or equivalent titles) attesting to the applicant s professionalism, reputation for outstanding clinical care, and educational contributions. committees, participation in University activities and state, national, and international committees in the field respective field of expertise. Examples of evidence for service include: Administrative accomplishments as evidenced by activity in the Department, School of Medicine, University Physicians, Campus, etc. Outreach and network activity Community activities Service on regional, state, and national committees Active participation in regional and national presentations At least three letters from experts in the applicant s field, external to the University and its affiliates, who hold the rank of Professor (or equivalent titles) attesting to the applicant s professionalism, national reputation, and contributions related to expertise in clinical care and contributions as an educator which must be rated as outstanding.

15 DRAFT 15 Guidelines for Academic Rank of Non Tenure Faculty, Research Track Department of Physical Medicine and Rehabilitation Research Assistant Professor Research Associate Professor Research Professor Appropriate terminal degree for appointment Credentials Appropriate terminal degree for appointment Appropriate terminal degree for appointment General Promotion Criteria Research, Scholarship and/or Creative Work certification and recertification as appropriate Demonstrate ability to become strong member of research program with ability/desire to establish own research program. Demonstration of capacity for scholarship as evidenced by significant contribution to a minimum of two scholarly products. Multiple forms of scholarship are acceptable; however, they should meet criteria for scholarship, and closely correspond to the certification and recertification as appropriate The criteria for promotion are similar to those for the assistant professor with an emphasis on consistent productivity and the recognition as a regional authority in one or more areas of expertise. Demonstrated excellence in securing funding and building a research program; emerge as research leader within department/som Expectations for the type of scholarship are defined under Assistant Professor rank and should coincide with the academic focus and time and effort allocations of the individual. The quality of the publication and journal of certification and recertification as appropriate The criteria for promotion are similar to those for the associate professor with an emphasis on consistent productivity and the recognition as national authority in one or more areas of expertise. See criteria for Associate Professor. Should have demonstrated excellence at national level in area of expertise Expectations for the type of scholarship are defined under Assistant Professor rank and should coincide with the academic focus and time and effort allocations of the individual. The quality of the publication and journal of publication are the key evaluative issues. However, on

16 DRAFT 16 Teaching, Advising, and Serving as a Mentor Clinical Service (If Appropriate) applicant s chosen area of academic emphasis. For instance, faculty being appointed on a research track as a primary goal should publish findings in journals that are peer reviewed by authorities in the field and present findings to appropriate audiences. The expectation is that the faculty member will contribute to the advancement of new knowledge as a significant contributor or principal investigator. Encouraged but not required; would be above and beyond for promotion. Clinical excellence should portray publication are the key evaluative issues. However, on average, a minimum of 2 3 appropriate scholarly products annually is expected. In order to assess quality of the work, the following methods and the types of published work under consideration are listed below. Completion of original basic science or original clinical research Publication of substantive research articles or scholarly work in refereed professional journals. Detail on grants such as total funding, number of years, salary coverage, and whether graduate students or post doctoral fellows are paid from a grant. Books of original subject matter. Other publications including abstracts Encouraged but not required; would be above and beyond for promotion. Clinical excellence should portray average, a minimum of 2 3 appropriate scholarly products annually is expected with emphasis on first, senior authorship. In order to assess quality of the work, the following methods and the types of published work under consideration are listed below. Completion of original basic science or original clinical research Publication of substantive research articles or scholarly work in refereed professional journals. Detail on grants such as total funding, number of years, salary coverage, and whether graduate students or post doctoral fellows are paid from a grant. Books of original subject matter Other publications including abstracts Encouraged but not required; would be above and beyond for promotion. Clinical excellence should portray

17 DRAFT 17 quality of the care provided. quality of the care provided. quality of the care provided. Research leadership within department/som Leadership Ability to demonstrate leadership as mentor within a laboratory and ability and desire to build one s own research program Service to the University Letters of Recommendation The potential for service to the University, state and national organizations should be present at appointment. At least three letters of recommendation from faculty at the Associate Professor level or higher attesting to professionalism, research and Evidence of service to the University, state and national committees in the respective field of expertise. Examples of evidence for service include: Administrative accomplishments as evidenced by activity in the Department, School of Medicine, University Physicians, Campus, etc. Outreach and network activity Community activities Service on regional, state, and national committees. Active participation in regional and national professional organizations. At least three letters from experts in the applicant s field, external to the University and its affiliates, who hold the rank of Associate Professor or Research leader within department/som/national entities Evidence of significant service to the University as evidenced by leadership role or active membership in University committees, participation in University activities and state and national committees in the respective field of expertise. Examples of evidence for service include: Administrative accomplishments as evidenced by activity in the Department, School of Medicine, University Physicians, Campus, etc. Outreach and network activity Community activities Service on regional, state, and national committees. Active participation in regional and national professional organizations. At least three letters from experts in the applicant s field, external to the University and its affiliates, who hold the rank of Professor or its equivalent and can attest to

18 DRAFT 18 teaching excellence and capacity for scholarship are required Professor (or equivalent titles) and can attest to a strong regional recognition of the individual s accomplishments in research, education and scholarship national recognition of the individual as a leader and scholar in the identified area(s) of academic focus Guidelines for Academic Rank of Non Tenure Faculty, Teaching Track Assistant Teaching Professor Associate Teaching Professor Teaching Professor Appropriate terminal degree for appointment Credentials Appropriate terminal degree for Appointment Appropriate terminal degree for appointment General Promotion Criteria Research, Scholarship and/or Creative Work certification and recertification as appropriate) The School of Medicine guidelines encourage but do not require scholarship; however, the Department of PM&R recognizes that engaging in scholarly work enhances a faculty member s effectiveness as a teacher and in patient care. certification and recertification as appropriate) The criteria for promotion are similar to those for the assistant professor with an emphasis on consistent productivity and the recognition as a regional authority in one or more areas of expertise. Encouraged but not required The criteria for promotion in the teaching track are the same as for the assistant professor with an emphasis on consistent productivity and increased focus on areas of expertise. certification and recertification as appropriate) The criteria for promotion are the similar to those for the associate professor with an emphasis on consistent productivity and the recognition as a national authority in one or more areas of expertise. Encouraged but not required. The criteria for promotion in the teaching track are the same as for the assistant professor with an emphasis on consistent productivity and the recognition as an authority in one or more

19 DRAFT 19 Evidence of scholarship could include case reports, clinical reviews, evidence based reviews, surveys, pre post comparison studies, and clinical trials. Presentations, workshops, seminars, and posters are further evidence of scholarship. areas of expertise. Invited presentations, visiting professorships, national advisory committees, grant review panels, journal reviewer and consulting are evidence as recognition as an authority. Active participation in regional and national professional organizations is also evidence of scholarship. Teaching, Advising, and Serving as a Mentor It is expected that a faculty member will engage in an average of two peer reviewed scholarly activities per year. This would include departmental faculty presentations. Excellence in teaching is essential to fulfill the expectation for the educator track. Teaching should be regularly scheduled for a minimum of 20 percent effort per year. Faculty should be involved with at least two groups of learners pre clinical, clerkship and electives, residents, and fellows. Learners from other Continued excellence as documented by evaluations, honors, and other recognition as a skilled educator. Evidence of active mentorship of trainees. Excellence as documented by evaluations, honors and other recognition as a skilled educator including national recognition. Visiting professorships, invited presentations and leadership in professional organizations such as the American Academy of Physical Medicine and Rehabilitation (AAPM&R), Association of

20 DRAFT 20 graduate or paraprofessional training programs also included. Teaching goes beyond giving lectures or precepting students or residents in the clinics or hospital. Faculty should engage in teaching scholarship including quality improvement in education, innovations in teaching, applications of technology, new learning strategies, and education portfolio development. Academic Physiatrists (AAP), AAMC, and other external societies are evidence of recognition as an authority. Evidence of active mentorship of junior faculty as attested to by the Chair and at least one junior faculty whom the faculty member has mentored. Chairman Rounds, Faculty Dialog, and noon conferences are examples of additional teaching considered to be essential for the clinical faculty member. Teaching scholarship bridges teaching and scholarship includes peer reviewed presentations at professional meetings, seminars and workshops. Teaching may also involve nonpeer reviewed works such as essays, commentaries and the development of new teaching methods including the creative use of teaching technology.

21 DRAFT 21 Service Other than Clinical Clinical Service (If Appropriate) Service to the University Faculty should demonstrate a command of the subject, continuous growth in the field, ability to organize material and to present it with confidence and logic. vitalize learning and teaching, arouse curiosity in learners at all levels and are recognized as role models. These faculty are sought out as advisors/mentors. As appropriate to further the quality of the department and the School of Medicine. Significant service commitments are discouraged until a good basis for scholarship and teaching are established. Clinical excellence should portray quality of the care provided. The potential for service to the University, state, and national organizations should be present at appointment. As appropriate to further the quality of the department and the School of Medicine. Clinical excellence should portray quality of the care provided. Evidence of service to the University, state, and national committees in the respective field of expertise. Examples of evidence for service include: Administrative accomplishments as evidenced by activity in the Department, School of Medicine, University Physicians, Campus, etc. As appropriate to further the quality of the department, School of Medicine, the campus and the community. Clinical excellence should portray quality of the care provided. Evidence of significant service to the University as evidenced by leadership role or active membership in University committees, participation in University activities and state and national committees in the respective field of expertise. Examples of evidence for service include:

22 DRAFT 22 Letters of Recommendation At least three letters of recommendation from faculty at the Associate Professor level or higher attesting to professionalism and teaching excellence. Outreach and network activity Community activities Service on regional, state, and national committees. Active participation in regional and national professional organizations. At least three letters from experts in the applicant s field, external to the University and its affiliates, who hold the rank of Associate Professor or Professor (or equivalent titles) and can attest to teaching excellence and impact. Administrative accomplishments as evidenced by activity in the Department, School of Medicine, University Physicians, Campus, etc. Outreach and network activity Community activities Service on regional, state, and national committees. Active participation in regional and national professional organizations. At least three letters from experts in the applicant s field, external to the University and its affiliates, who hold the rank of Professor or its equivalent and can attest to national recognition of the individual as a leader in education.

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