Transcript Gary S. Gilkeson, MD 5 Faculty Affairs & Development Associate Deans  Additional members from research(Crosson), education(Deas), and administrative leadership (Nall, Pisano)  Diverse expertise, roles within the university,

Gary S. Gilkeson, MD
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Faculty Affairs & Development
Associate Deans
 Additional members from
research(Crosson),
education(Deas), and
administrative leadership (Nall,
Pisano)
 Diverse expertise, roles within
the university, faculty tracks
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Paul McDermott, PhD
Medicine
Teacher development, Research
career development
Academic Investigator
Dan Smith, PhD
Psychiatry & Behavioral Sciences
Conflict resolution, Gender equity
Clinician Educator
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Gary Gilkeson, MD
Medicine
Promotion/Tenure, Clinical Research
career development
Academic Investigator
Leonie Gordon, MB, ChB
Radiology
GME, Residency Training,
Advancement of women
Clinician Educator
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Marc Chimowitz, MB, ChB
Neuroscience
Mentoring, SCTR program
Academic Clinician
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Develop programs
Faculty roundtables
 Leadership school
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Respond to inquiries/requests
Conflict resolution
 Career guidance
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Oversee Departmental Mentoring
Plans
Coordinate with other campus groups
(Apple Tree, SCTR, WSI, AME) to
promote faculty success
Exit interviews for departing faculty
http://www.musc.edu/com/faculty/
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Contact information/hours
Departmental Mentoring Plans
Academy of Medical Educators info
Leadership Development
Faculty Roundtables schedule (including
recordings or previous sessions)
Links to important faculty development
resources on and off campus
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We want to know how we can be responsive
Topics for Faculty Roundtables or other
programming
Particularly interested in new faculty
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Faculty Handbook Section 4.02d Research
An associated faculty member whose
responsibilities
are
important
to
the
University, often are full-time, but may be
part-time, and who has few or no job
obligations other than doing research, often
as a member of a research team.
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Production of high quality basic biomedical research is the
essence of this track.
There will be few or no job obligations other than doing
research.
In the beginning of their career, members of this track will
almost always function as an integral member of a research
team.
As these faculty become more experienced, a portion of their
time may be used to explore independent research which may
complement the team's research.
As these faculty become funded, more experienced and capable
of leading the research of others, they may become research
team leaders in an expanding research operation.
Tenure is not a possibility.
Job security will derive from individual and team research
success that leads to continued acquisition of grants and
contracts.
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The quality of research and productivity are judged by the candidate's
role in well-focused, significant research as a team member, project
initiator or leader.
Publication of results in peer-reviewed journals and presentation of
peer-reviewed research talks.
With advancement, there should be evidence of ability to conceive and
prepare research protocols that receive high ratings from national
funding agencies.
With advancement, there should be evidence of ability to lead others and
to lead research programs.
University service in the junior ranks, if done, often will be in
development and maintenance of research facilities and services.
University service in the more senior ranks, if done, often will take the
form of leadership in research policy and planning.
This track will provide a long-term career opportunity.
Faculty can elect to achieve research success and independent funding
and add a full load of teaching and university service.
These faculty may apply to change tracks to the Academic Investigator
Track.
Research Assistant Professor
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Clear commitment to and potential for an academic
career leading to independent laboratory or clinical
research.
Commitment to excellence as a researcher.
Developing capabilities as an investigator with
contributions as first or senior author on refereed
publications.
Establishing recognition through candidacy or
membership in appropriate professional and
scientific organizations.
Developing skills necessary for preparation of
applications for local/ regional and national grants.
Receipt or active pursuit of grant support.
Research Associate Professor
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Service as assistant professor with a record of achievement.
Publication based on original investigation in refereed journals
with high citation rates.
Senior author with contributions of major ideas or innovations.
Peer-reviewed, external research support from national sources
as a principal, co-principal, or co- investigator.
Presentations of peer-reviewed papers at national/ international
meetings. Leadership of research team or team component.
Acquisition of sufficient experience and independence to
contribute with major impact in the planning/ development of
research projects.
Peer recognition for research activities including invitations to
present work at other universities, workshops and scientific
conferences.
Election to scientific organizations in discipline.
Research Professor
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Service as Associate Professor with major accomplishments in basic biomedical
research.
Distinguished career exemplifying scholarship, excellence and productivity in
research.
Sustained publication as senior author in major peer-reviewed journals with high
citation rates.
Key individual in direction and development of research program and in research
team development.
Key individual in acquisition of long-term research funding.
National recognition for accomplishments in his/ her discipline.
Continuing growth and development, dedication to scholarship and service,
commitment to furthering knowledge through research and as a mentor.
Service on national committees, study sections, and editorial boards.
National recognition in his/ her field as evidenced by election to prestigious
professional societies, service as an officer in national or international
organizations, awards, prizes and other notable academic achievements.
No real difference from tenure track other than no specific numbers
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Early career investigator prior to receiving
independent funding
Investigator who is a valuable member of a
research team but does not plan to submit
their own grants
Technical director of a university core facility
Devoted to research and does not want to do
anything else
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Contracting process the same
Benefits the same
Hiring/firing timelines the same
On NIH grants do not have to specify research
track
Can apply for NIH and foundation grants
Can vote in Faculty Senate polls
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Nearly all effort is research oriented- minimal
teaching/administrative duties
Promotion guidelines are not as stringent?
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Cannot be given tenure
Most of the time no assigned lab space
In some departments no personal office
space is provided
All eggs are in one basket- wholly dependent
on grant funding. Wholly dependent on your
supervisor
Most instances not able to accept grad
students or post docs as primary mentor
Research
2012/2013
Clinical
Professor
5/5
5
Associate Professor
16/14
18
Assistant Professor
63/68
62
Instructor
15/23
149
Total
99/110
235
Department
Number
2013
Professors
Biochem
12 (34%)
14/36
2
Pharmacol
5 (25%)
2/17
0
Fam
Med/Derm/ENT/Anesth/
Opth
2 each
2013-8
40/163
0
Medicine (c,e,g,h,n)
18 (6%)
2013- 20
M and I
4 (14%)
Neurosci
34/307
0
4/25
0
10 (10%)
2013-9
35/106
0
Public Health
16 (38%)
13/43
0
Path
4 (7%)
2013-5
8/51
0
Peds
3 (2%)
2013-2
24/145
1
Psych
16 (9%)
2013-13
49/170
1
Regen Med
11 (34%)
8/30
0
Surgery
6
40/104
0
Radiology
6 (8%) 2013-6
OB
1 2013-3
2013-6
17/73 0
2/36
0
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(A) Opportunities for professional development
There appear to be a number of research modified
faculty who are not given the opportunity to submit
their own grant, although they would like to, and
were under the impression they would be allowed to
do so. Such a situation could be due to a variety of
complex reasons, but faculty feel trapped.
Teaching opportunities could help with professional
development, especially in cases of faculty who are
not given the opportunity to submit grants.
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(B) Opportunities and qualifications
for promotion
The criteria and qualifications for promotion for
research modified faculty are not as clear-cut as
for regular faculty (there is no matrix).
There is a concern that the matrix criteria that
are appropriate for regular faculty are being used
for evaluating modified faculty as well. Specific
criteria, pertinent to the specialized role of the
particular modified faculty, should be provided
and used instead.
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(a) Each modified research faculty must have
a professional plan and goals. This should help
with clarifying their expectations, possibilities
and opportunities, whether they will be
supported in submitting a grant, allowed to
pursue teaching opportunities, etc.
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Transparency
of
expectations
and
the possibilities for career advancement at the
time of appointment is essential. It would help if
the future faculty has someone, other than the
Chair or the PI on whose grant they will depend,
to talk to regarding the appointment, their
expectations, and what would be possible.
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You should have a mentor who may or may not be
your supervisor. If your supervisor is your mentor,
get a mentoring team of individuals outside your lab.
You should meet with your Department Chair yearly
Discuss with your mentor your career goals and
aspirations- do you want to be a PI?
Develop a short and long term plan and review the
plan and stick to it
If you have an independent grant, discuss with your
department chair switching to the tenure track if you
so desire
Work off the promotion grid
You are responsible for your own career