1 Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty Appointment, Reappointment, and Promotion of Clinical Track Faculty (Policy 60.5.10) Individuals whose status is qualified by the modifier clinical hold appointments with a primary responsibility for clinical instruction, professional practice, clinical scholarship and service to the university and community These appointments do not progress toward tenure, but opportunity exists for reappointment and promotion. Individuals who hold a practice doctorate may only apply to the Clinical Track, and not to the tenure-track. The term of appointment above the level of clinical instructor will normally be made for periods of three years. Appointments may be renewed for additional three year periods. Clinical faculty members with a research doctorate in nursing may competitively apply for tenure track faculty appointments and the probationary period for such a position will not include time spent as a faculty member on the clinical track. A person appointed to a tenure track position after having once been a clinical faculty member may not be further appointed as a clinical faculty member. Tenure track faculty members in nursing may competitively apply for clinical faculty appointments. A person appointed to a clinical faculty position after having once been a tenure track faculty member may not be further appointed to the tenure track. Appointments are awarded at the rank of clinical instructor, clinical assistant professor, clinical associate professor, or clinical professor. The Appointment, Reappointment and Promotion of Clinical Track Faculty is in congruence with the University description of the criteria for clinical faculty in Policy 60.5.14, made in recognition of accomplishments in teaching, scholarly clinical practice, and service. The language of that policy is included below. Teaching. Effective teaching should be a fundamental endeavor of all members of the faculty. As teachers, members of the faculty are responsible for effective instruction, whether at the undergraduate, graduate, postdoctoral, clinical, extension or continuing education level. Teaching includes classroom, field, and non-credit instruction; supervision of research, student internships, professional practice, scholarly clinical practice, theses, and doctoral dissertations; academic advising and acting as a mentor; the training of extension volunteers and paraprofessionals; the improvement and enrichment of course offerings and other instructional activities within the faculty member's discipline or profession; participation in interdisciplinary courses, honors courses and other special courses offered through the undergraduate colleges and other units of the University; and, the writing of textbooks and the development of other instructional materials to enhance education in the faculty member's discipline or profession. Effective teachers must demonstrate depth and breadth of knowledge in their discipline, must communicate this knowledge to others, and must give evidence of a continuing development of
2 their knowledge so as to insure their continued effective teaching over the duration of their appointment. They stay informed of advances and current thinking in their subject and relate them to their teaching in a meaningful and balanced way. Effective teachers communicate enthusiasm for their subject and have a responsibility to create a positive environment for learning and one that stimulates imaginative thinking. They maintain a critical attitude toward their teaching and strive continuously to improve it. Scholarly Clinical Practice. Faculty members with appointments as clinical faculty are required to concentrate their primary efforts on scholarly clinical practice which forms the basis of their teaching. Scholarly clinical practice is typically demonstrated by the application of knowledge to direct patient or client care and to the delivery of services in the clinical setting; identification, selection and/or development of appropriate clinical sites to provide maximum opportunities for scholarly clinical practice; introduction of practice innovations that reflect cutting-edge practice modalities; interpretation and application of research results, as well as the design and execution of applied research in the clinical setting; and identification of problems requiring investigation by research faculty. As a faculty member, an individual with a clinical appointment is obligated to make his/her contributions, as described above, available to others in the profession through publication in appropriate professional journals and lecturing in professional and other public forums Service. Service includes the contributions a faculty member makes to the academic profession, to the University, and to society at large. Contributions to the advancement of the academic profession are most typically demonstrated by active participation in professional and scholarly associations; by service on editorial boards and as a reviewer of scholarly works and proposals; by participation on expert committees, such as NIH (National Institutes of Health) research study sections, NEH (National Endowment for the Humanities) grant selection panels, research committees of the National Academy of Science, or practice committees of professional associations or institutions, and by fostering collaborative relationships with clinical agencies providing sites for clinical practice. Contributions to the effective operation of the University at all levels are most typically demonstrated by significant academic and professional service to the department, the discipline, the faculty, the undergraduate colleges, the graduate programs, the campus, or the University as a whole, through such activities as recruitment of scholars to the University, evaluation of peers, contributions as a fellow, contributions to important committees and other activities in support of the academic development of the University and the enhancement of student academic development and student life programs. Contributions to society at large are most typically demonstrated through the application of the faculty member's academic expertise and particular professional skills to the solution of international, national, state, county and local problems and by service for the public good on governmental and other special committees, boards, agencies, civic groups and commissions. (University Policy 60.5.14).
3 Qualifications for appointment of Clinical Track Faculty Clinical Instructor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree in nursing or DNP in a specialty area as appropriate. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. Continuing practice experience in a nursing specialty area. 5. Experiential or educational preparation for teaching. Clinical Assistant Professor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree/dnp in nursing and an earned doctorate in nursing or related field. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. Continuing advanced practice/scholarly clinical practice in a nursing specialty area. 5. Publications in peer-reviewed clinical, professional, and/or research journals and lecturing/presentations in professional and other public forums are desirable. 6. Teaching experience in clinical setting or academia. Clinical Associate Professor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree/dnp in nursing and an earned doctorate in nursing or related field. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. Leadership at state level in nursing specialty practice. 5. Continuing advanced practice/scholarly clinical practice in a nursing specialty area. 6. Publications in peer-reviewed clinical, professional, and/or research journals and lecturing/presentations in professional and other public forums. 7. Teaching experience at the clinical assistant professor level
4 Clinical Professor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree/dnp in nursing and an earned doctorate in nursing or related field. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. National and/or international leadership in nursing specialty practice 5. Continuing advanced practice/scholarly clinical practice in a nursing specialty area. 6. Publications in peer-reviewed research, professional, and/or clinical journals, lecturing/presentations in professional and other public forums, as well as other scholarly contributions to specialty practice. 7. Teaching experience at the associate professor level.
5 Guidelines for Reappointment and Promotion of Clinical Track Faculty Each successive rank assumes the qualifications and criteria for the preceding rank have been achieved and that the individual meets the qualifications and criteria for the rank under consideration. For further description of the process for reappointment and promotion refer to University Policy 60.5.14, Appendix D, and the Academic Reappointment/Promotion Instructions (http://ruweb.rutgers.edu/oldqueens/facpromotions.shtml). Reappointment/Promotion Process: 1. Clinical Track Faculty are expected to prepare a packet that demonstrates achievement of all three aspects of the role to include: Teaching, Scholarly Clinical Practice and Service. The goal is to have supporting evidence that demonstrates accomplishment in the three areas for the rank to which the faculty member is applying. Each level builds on the prior level. 2. The Chair of the First Level Review Committee has the responsibility to meet with the Clinical Faculty member to review and make recommendations on the packet content and presentation. The packet should include an up-to-date curriculum vitae, a personal statement, and any supporting documents. For reappointment at the Clinical Associate Professor level and above, the packet must include an up-to-date curriculum vitae, Form 1-e, a personal statement, and supporting documents. External letters are not required for reappointment, but may be included. For promotion to the Clinical Associate or Professor ranks, seven confidential letters from external referees will be required and will be obtained by the Chair of the First Level Review Committee. 3. Once the review process has commenced, no other materials or documents may be introduced, unless there has been a significant change in the status of the materials originally included in the packet. Therefore, the packet should be complete when submitted. It is the responsibility of the faculty member to review the packet prior to release of the documents for promotion or reappointment. 4. The materials will be made available through the Associate Deans Office to the First Level Review Committee. 5. A subcommittee of the first level review committee will review the packet and make an assessment of the applicant s packet and will summarize the candidate s work. 6. Discussion by the committee is confidential and only the chair summarizes the vote, and is the spokesperson for the committee regarding the recommendation.
6 Overview of the three areas used in the reappointment/promotion process. Definitions: Teaching: Demonstrated excellence and effectiveness in teaching is an essential criterion for reappointment, and promotion. Activities may include teaching didactic courses and laboratories, and supervising the work of undergraduate and graduate students. It may also include non-credit programs, workshops, seminars, and continuing education programs. Faculty must demonstrate command of their subject matter, continuous mastery and ability to organize material and convey it effectively to students. Evaluation of teaching is based on a combination of peer evaluations, student or participant evaluations, and review of teaching materials. Evidence of teaching excellence might include innovative courses or instructional materials or methods, request for consulting services involving teaching methods, and awards for teaching excellence within the university or from regional/national/international professional or civic associations. Scholarly Clinical Practice: Demonstrated excellence and effectiveness in practice is an essential criterion for reappointment, and promotion. Faculty should demonstrate competence in practice and serve as role models for students. Faculty should be actively engaged in maintenance of practice expertise and program development. Practice should result in scholarship opportunities, ideally involving faculty colleagues. Faculty should be seen as a resource for defining quality and standards of practice based on his/her expertise. For clinical faculty there is no expectation for a major, focused program of original research; however, application of research to practice, and scholarly publications and presentations are required. Service: Demonstrated excellence and effectiveness in service is an essential criterion for reappointment and promotion. Activities that enhance the profession, support the CON and the university, and serve the community are considered in this area. Visibility in service to the profession, and the development of a reputation in the field is expected.
7 The following criteria are exemplars of each Clinical Faculty rank; they are to be used as examples of teaching, scholarly clinical practice, and service accomplishments that may be used in the review process for reappointment and promotion. These exemplars are not specific requirements, nor are they inclusive of all criteria that a candidate may include as evidence of meeting the qualifications of a specific rank. Teaching Clinical Instructor 1. Provides quality instruction in practice for undergraduate students, as evidenced by faculty and student evaluations. 2. Evaluates clinical courses and suggests changes as needed using current evidence based guidelines. Clinical Practice 1. Contributes to the profession s body of knowledge through participating in publication. 2. Presents podium or poster presentations at local/state professional conferences or organizational meetings. 3. Maintains clinical scholarly practice expertise in specialty area. 4. Maintains practice certification as appropriate to the specialty. Service 1. Serves on a standing committee in the College. 1. Active membership in professional organizations relevant to one s specialty area of practice 2. Volunteers for health-related community events or participates or serves as a liaison/con expert for an outside agency(s).
8 Teaching Clinical Assistant Professor 1. Provides quality instruction in practice to undergraduate and graduate students, as evidenced by faculty and student evaluation. 2. Serves on committees for DNP capstone projects. 3. Serves as a member on a dissertation committee if faculty member holds an earned research doctorate. 4. Develops models for education in practice and contributes to curriculum design and revision. 5. Serves a course leader or co-leader as appropriate. Clinical Practice 1. Publishes articles in clinical, professional journals and/or, peer-reviewed journals or textbooks, or other scholarly works. 2. Presents findings of practice scholarship in either poster or podium presentations at local/state/national professional conferences or organizational meetings. 3. Maintains clinical scholarly practice expertise in specialty area. 4. Contributes actively to practice organizations with which he/she is affiliated. 5. Maintains practice certification as appropriate to the specialty. Service 1. Serves on standing and ad hoc committees in the College. 2. Serves as a standing member of community boards and/or voluntary associations. 3. Serves in a leadership position in local and/or state chapters of professional organizations.
9 Teaching Clinical Associate Professor 1. Provides quality instruction in practice to undergraduate and graduate students, as evidenced by faculty and student evaluation. 2. Assumes leadership in developing and revising the practice curriculum. 3. Serves a chair of DNP capstone projects. 4. Participates as chair or member on dissertation committees if faculty member holds an earned research doctorate. Clinical Practice 1. Sustains a record of publications in peer-reviewed research, professional, and/or clinical journals, and/or book chapters. 2. Presents findings of practice scholarship in poster or podium presentations at state/national/regional professional conferences or organizational meetings, or creates policy change that impacts the profession. 3. Maintains scholarly clinical practice expertise in specialty area. 4. Impacts organizations through his/her affiliation as evidenced by feedback from organization. 5. Maintains practice certification as appropriate to the specialty. Service 1. Chairs standing and ad hoc committees in the College. 2. Serves in a leadership position as a member of community boards and/or voluntary associations. 3. Serves in a leadership position in state and national professional organizations. 4. Actively participates in developing standards of practice at the state or national level. 5. Serves on campus and university-wide committees.
10 Clinical Professor Teaching 1. Provides quality instruction to undergraduate and graduate students, as evidenced by faculty and student evaluation. 2. Provides leadership for developing and implementing educational programs relevant to practice. 3. Serves on DNP capstone projects or equivalent university-wide. 4. Chairs DNP capstone committees. 5. Participates as chair or member of a dissertation committee if faculty member holds an earned research doctorate 6. Develops practice models that bridge academic and practice settings. 7. Provides innovative opportunities for student experience outside the university in the local, state, national and international arenas. Clinical Practice 1. Sustains a record of publications in peer-reviewed research, professional, and/or clinical journals. 2. Presents findings of practice scholarship through poster or podium presentations at national and international conferences and organizational meetings. 3. Serves as an editor or member of an editorial board of peer-reviewed practice journals. 4. Invited speaker at state, national and international conferences and organizations. 5. Maintains scholarly clinical practice expertise in specialty area. 6. Viewed as a nursing expert at the local, state, national and/or international level. 7. Maintains practice certification as appropriate to the specialty. Service 1. Serves on university-wide committees. 2. Serves as officer in professional organizations. 3. Serves on national and international committees in specialty area. 4. Serves in a leadership role in setting national standards for education and/or practice. 5. Serves in an advisor/consultant role in community programs related to expertise.
11 Reviewed by University Labor Relations 3/23/2012 Reviewed by Faculty and Student Matters Committee 4/2/2012 Reviewed and Approved by FLRC 4/16/2012 Reviewed and approved by faculty 5/01/2012