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

2. Key Concepts Ranks –Instructor Assistant Professor Associate Professor Professor 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.

3. 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 Richs June, 2006 inforMEDnewsletter (http://www.uab.edu/uasom/informed/061506. pdf)

4. 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)

5. 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.

6. Promotion to Associate Professor Three or more years at Assistant Professor Three or more years at Assistant Professor Academic credentials and demonstration of level of specialized accomplishment appropriate to the Department and the SOM Academic credentials and demonstration of level of specialized accomplishment appropriate to the Department and the SOM Demonstration of collegiality and involvement in the Department and/or 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 Evidence of scholarly achievement in the areas of research, teaching, and service documented by peer recognition at a national level

7. Examples of Research Activities at Associate Professor Level Demonstration of initiative and independence in research in basic science, clinical outcomes, or population-based studies Demonstration of initiative and independence in research in basic science, clinical outcomes, or population-based studies Publication of research results and/or other scholarly papers in peer-reviewed journals Publication of research results and/or other scholarly papers in peer-reviewed journals Receipt of grants/contracts Receipt of grants/contracts Presentation of research or other scholarship at scientific/professional meetings Presentation of research or other scholarship at scientific/professional meetings Service on thesis/dissertation committees Service on thesis/dissertation committees

8. Examples of Teaching Activities at Associate Professor Level Demonstration of mastery of content and method as documented by student and peer evaluation Demonstration of mastery of content and method as documented by student and peer evaluation Responsibility for the design, organization, and/or coordination of a course Responsibility for the design, organization, and/or coordination of a course Development of continuing education or other programs Development of continuing education or other programs Supervising graduate students, postdocs, or residents Supervising graduate students, postdocs, or residents Educational program planning Educational program planning Publication/presentation of papers on topics of education Publication/presentation of papers on topics of education Innovation in teaching methods and/or materials Innovation in teaching methods and/or materials Teaching awards Teaching awards PI on educational grant or contract PI on educational grant or contract

9. Examples of Service Activities at Associate Professor Level Exemplary patient care Exemplary patient care Service in administrative roles that augment the mission of the Department and/or the SOM Service in administrative roles that augment the mission of the Department and/or the SOM Staff responsibility for a service or specific area of care Staff responsibility for a service or specific area of care Service as critical member/director of a core laboratory Service as critical member/director of a core laboratory Committee responsibilities Committee responsibilities Mentoring junior faculty Mentoring junior faculty Service to professional or lay community through education, consultation, etc. Service to professional or lay community through education, consultation, etc.

10. Promotion to Professor Distinguished performance as an associate professor for at least 3-5 years Distinguished performance as an associate professor for at least 3-5 years Academic credentials and demonstration of specialized accomplishment appropriate to the mission of the Department and/or SOM 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 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 Evidence of sustained scholarly achievement and productivity in the areas of research, teaching and/or service Nationally recognized excellence Nationally recognized excellence

11. Tenure Guidelines Maximum of 10 years to earn tenure Maximum of 10 years to earn tenure Minimum rank of Associate Professor Minimum rank of Associate Professor Academic credentials consistent with the mission of the Department and the SOM Academic credentials consistent with the mission of the Department and the SOM National reputation as reflected by peer recognition, national professional presentations and publications 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. 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 Evidence of sustained significant scholarly achievement in at least two of the three areas of research, teaching, and service

12. 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.

13. 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)

14. 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)

15. 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 – knelson@uab.edu) Kim Rodgers (Deans office) krodgers@uab.edu For questions,contact Boni E. Elewski, MD. 934-5180 or belewski@uab.edu

16. 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 ones 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.

17. 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.

18. 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 teachers understanding and the students 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.

19. 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.