EB 2011 Careers Symposium New Opportunities in Non-traditional Academic Positions Future Trends in Medical Institutions from a Provost’s Perspective Meredith Hay, Ph.D. Executive Vice President and Provost Professor of Physiology The University of Arizona

Don’t get stuck in either a bad project or a career you don’t love.

“Changes stem from a fundamental weakness of medical school financing that have been described as ‘the chronic and growing gap between academic medicine’s seemingly insatiable demand for total resources and the supply of resources that society is willing to provide.’ ” Korn D (chair). The Financing of Medical Schools: A Report of the AAMC Task Force on Medical School Financing. Washington, DC: Association of American Medical Colleges, 1996.

Two Questions How to create career tracks that are non-tenure-track? How to reward team science instead of independent science?

Further Questions How to reward someone who chooses a different career track? – Teaching – Research PI vs. supporting role How to create stability in these new career paths?

Questions From the Audience Creating these new models needs to be faculty-driven process. How important is communication between a provost and the faculty in creating this type of model? – Provost needs to think of ways to reward and incentivize departments to create different reward systems for people in different career paths

Questions From the Audience Career paths may need to change during a career, requiring flexibility on the part of departments, especially for people to move to tenure-track positions. How do trainees achieve that? – Make yourself invaluable to dept – Ask questions of each dept before taking position

Questions From the Audience What about the hierarchy of respect for people in different tracks? – Still happening but sill change as more people get used to different tracks What about disparities in duties, salary and benefits for different tracks? – In research tracks No disparity in salary or benefits seen but have to raise most/all of salary Get the choice of teaching, not required to

Questions From the Audience Shouldn’t students begin preparing for a different career tracks in graduate school? – How can a student prepare for a teaching career? From a Provost’s perspective, how can departments prepare students for different career paths when students are being paid off grants to do research?

Questions From the Audience Shouldn’t students begin preparing for a different career tracks in graduate school? – How can a student prepare for a teaching career? Volunteer in community to teach (K-12 teaching can be helpful) Having an established PI who can allow more freedom in graduate students to try something besides res

Questions From the Audience From a Provost’s perspective, how can departments prepare students for different career paths when students are being paid off grants to do research? Graduate students have to earn their keep – Teaching Assistantships (undergraduate campuses) – Grants (larger campuses or medical schools) Also think of outside opportunities – EB symposia – Small colleges in area

Comments From the Audience Introductory course on career opportunities would be helpful in graduate school curriculum Other teaching opportunities Need to be proactive and an advocate for yourself Although can’t teach medical students, can often teach allied health students

Questions From the Audience Words of wisdom when looking for these types of positions Consider the timing and to what you may have already committed (grants, etc.) Ask questions and listen closely to learn about the institution culture Make sure the institution has the same goals as you

Questions From the Audience Is there a movement away from promotion and tenure committees judging someone based on independence and toward judging them on team- based research? Some institutions have done so Need to look at how other non-academic institutions judge those contributions, as they are more team based and yet still promote scientists Need a discussion among department heads and deans as to what is rewarded and include collaborative research in the Promotion and Tenure documents

Additional Slides The remaining slides were supplied by Dr. Hay but were not discussed.

1.Review recent studies from AAMC on hiring trends in Medical Schools 2.Review what skills employers related to Science are looking for 3.Review job options beyond the Academy

The Continued Evolution of Faculty Appointment and Tenure Policies at U.S. Medical Schools Sarah A. Bunton, PhD, and William T. Mallon, EdD Acad. Med. 2007, 82: Acad. Med. 2007, 82: Tenure in Transition: Trends in Basic Science Faculty Appointment Policies at U.S. Medical Schools Mandy Liu, PhD, and William T. Mallon, EdD Acad. Med. 2004, 79: Acad. Med. 2004, 79:

Tenure in Transition: Trends in Basic Science Faculty Appointment Policies at U.S. Medical Schools Mandy Liu, PhD, and William T. Mallon, EdD Acad. Med. 2004, 79: Acad. Med. 2004, 79:  Based on a 2002 survey of 125 U.S. allopathic medical schools,  Reviews of institutional policy documents  Interviews with medical school leaders Explores and analyzes three trends in appointment and tenure policies for basic science faculty at U.S. medical schools.

Trend #1: Increased Use of Non- Tenure-Track Appointments The percentage of full-time, non-tenure-track basic science faculty has increased, from 12% in 1980 to 20% in 2000 (further increases by 2010).  appoint faculty to non-tenure-eligible “research scientists” faculty tracks  increase in hiring junior faculty on 100% grant funding  allow non-tenure-track faculty to switch to the tenure track as their research career progresses. Basic Medical Sciences

Trend #2: Limiting the Tenure Guarantee Historically, at most medical schools, it was assumed that tenure guaranteed total institutional salary for basic scientists. Schools have begun to redefine that commitment to less than full salary to protect against financial vulnerabilities and to provide a means to reduce faculty salaries, if warranted.

Trend #3: Flexibility in Tenure Policies and Processes Schools have:  lengthened probationary periods  revised up-or-out provisions  instituted stopping-the-tenure-clock policies  permitted faculty to switch between the tenure and non-tenure tracks. These policy modifications recognize the increased professional and personal demands on faculty time.

What kind of job are you prepared for? You have the skills. Graduate study imparts students with a host of skills that are transferable to a variety of positions and fields. What can you offer employers?

Graduate Students Skills Translate to Non-Academic Careers  Problem Defining and Solving  Tolerance for Ambiguity  Quantitative Skills  Information Gathering and Syntheses Skills  Presentation Skills  Writing Skills  Teamwork