Transcript Slide 1

Promotions and Tenure
UAB School of Medicine
Administrators and
Department APT Committee Members
2010 Cycle
Boni E. Elewski, M.D.
Chair, UAB School of Medicine Faculty
Council
Professor of Dermatology
Key Concepts
–Instructor
Assistant Professor
Associate Professor
Professor
•Ranks
•Tracks–Tenure earning track
Non-tenure earning track
•Note–Tenure decisions are made separately from
appointment or promotion decisions. These
decisions may be made at the same time or at
separate points in time. Tenure cannot be awarded
at the rank of Assistant Professor or below.
Criteria for Promotion and Tenure
•For specifics and for recent interpretations,
refer to:
UABSOM Faculty Handbook
(http://www.uab.edu/images/provost/APUP/Ha
ndbook.pdf)
and Dean Rich’s June, 2006
inforMEDnewsletter
(http://www.uab.edu/uasom/informed/061506.
pdf)
Criteria for Promotion and Tenure
•In general, the criteria are built around the three
traditional academic activities:
•Research
•Teaching
•Service
In addition, there is the expectation that faculty
members
engage productively in scholarship (June, 2006
inforMED)
Definition of Scholarship
Scholarship of Discovery
Scholarship of Teaching
Scholarship of Application
Scholarship of Integration
From Glassick, C.E., Huber, M.T., Maeroff, G.L. Scholarship Assessed: Evaluation of the Professoriate.
Carnegie Foundation for the Advancement of Teaching, 1997.
Promotion to Associate Professor
• Three or more years at Assistant Professor
• Academic credentials and demonstration of level of
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specialized accomplishment appropriate to the
Department and the SOM
Demonstration of collegiality and involvement in the
Department and/or SOM
Evidence of scholarly achievement in the areas of
research, teaching, and service documented by peer
recognition at a national level
Examples of Research Activities at Associate
Professor Level
• Demonstration of initiative and independence in research
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in basic science, clinical outcomes, or population-based
studies
Publication of research results and/or other scholarly
papers in peer-reviewed journals
Receipt of grants/contracts
Presentation of research or other scholarship at
scientific/professional meetings
Service on thesis/dissertation committees
Examples of Teaching Activities at Associate
Professor Level
• Demonstration of mastery of content and method as
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documented by student and peer evaluation
Responsibility for the design, organization, and/or
coordination of a course
Development of continuing education or other programs
Supervising graduate students, postdocs, or residents
Educational program planning
Publication/presentation of papers on topics of education
Innovation in teaching methods and/or materials
Teaching awards
PI on educational grant or contract
Examples of Service Activities at Associate
Professor Level
• Exemplary patient care
• Service in administrative roles that augment the mission
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of the Department and/or the SOM
Staff responsibility for a service or specific area of care
Service as critical member/director of a core laboratory
Committee responsibilities
Mentoring junior faculty
Service to professional or lay community through
education, consultation, etc.
Promotion to Professor
• Distinguished performance as an associate professor for
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at least 3-5 years
Academic credentials and demonstration of specialized
accomplishment appropriate to the mission of the
Department and/or SOM
Demonstration of collegiality, involvement, and
leadership as a citizen in the Department and SOM
Evidence of sustained scholarly achievement and
productivity in the areas of research, teaching and/or
service
Nationally recognized excellence
Tenure Guidelines
• Maximum of 10 years to earn tenure
• Minimum rank of Associate Professor
• Academic credentials consistent with the mission of the
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Department and the SOM
National reputation as reflected by peer recognition,
national professional presentations and publications
Institutional citizenship as demonstrated by mentoring
junior colleagues, support of university missions and
values, collegiality, and leadership, etc.
Evidence of sustained significant scholarly achievement
in at least two of the three areas of research, teaching,
and service
Criteria for Promotion and Tenure
•Promotion on the tenure-earning track requires
demonstration of excellence in at least two of the
three areas of academic activity.
•Promotion on the non tenure-earning track
requires demonstration of excellence in only one
of the three areas of academic activity.
•Increasingly commonly, proposal for promotion
on the tenure-earning track from Assistant
Professor to Associate Professor has been
uncoupled from request for granting of tenure.
Overview of the Process of
Promotion and Tenure
1.Proposal to Departmental APT
Committee by applicant/Division
Director. (Fall)
2. Departmental APT Committee vote
and recommendation to Department
Chair. (Winter)
3. Proposal to Faculty Council by
Department Chair. (Winter)
Overview of the Process of
Promotion and Tenure
4. Faculty Council vote and recommendation
to the SOM Dean. (early Spring)
5. Proposal to the Provost by the SOM Dean
and from Provost to the UAB President.
(Spring/Summer)
6. Decision by the UAB President and award.
(early Fall)
Who Can Help You?
•Division Director/Department Chair or their
designate(s)
•Departmental APT Committee, in particular the
Chair
•Dean Nelson and her office (faculty development –
[email protected])
• Kim Rodgers (Dean’s office) [email protected]
•For questions,contact Boni E. Elewski, MD.
934-5180 or [email protected]
Scholarship of Application
• “The third element, the application of knowledge, moves
toward engagement as the scholar asks, ‘How can
knowledge be responsibly applied to consequential
problems? How can it be helpful to individuals as well as
to institutions?’… To be considered scholarship, service
activities must be tied directly to one’s special field of
knowledge and relate to, and flow directly out of, this
professional activity. Such service is serious, demanding
work, requiring the rigor – and the accountability –
traditionally associated with research activities.”
Scholarship of Integration
• “By integration, we mean making connections across the
disciplines, placing the specialties in larger context,
illuminating data in a revealing way, often educating
nonspecialists, too… Today, interdisciplinary and
integrative studies, long on the edges of academic life,
are moving toward the center, responding both to new
intellectual questions and to pressing human problems.
As the boundaries of human knowledge are being
dramatically reshaped, the academy surely must give
increased attention to the scholarship of integration.”
Scholarship of Teaching
• “When defined as scholarship… teaching both educates
and entices future scholars. As a scholarly enterprise,
teaching begins with what the teacher knows… Teaching
is also a dynamic endeavor involving all the analogies,
metaphors, and images that build bridges between the
teacher’s understanding and the student’s learning…
Further, good teaching means that faculty, as scholars
are also learners… In the end, inspired teaching keeps
the flame of scholarship alive… Without the teaching
function, the continuity of knowledge will be broken and
the store of human knowledge dangerously diminished.”
Scholarship of Discovery
• “… the scholarship of discovery… comes closest
to what is meant when academics speak of
“research.” No tenets in the academy are held
in higher regard than the commitment to
knowledge for its own sake, to freedom in
inquiry and to following, in a disciplined fashion,
an investigation wherever it may lead…
Scholarly investigation… is at the very heart of
academic life, and the pursuit of knowledge
must be assiduously cultivated and defended.”