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Promotion Criteria

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12.01.99.Z1.01 Appendix A

  1. Promotion Criterion Rating Scale: For all faculty in both the Principal Faculty and Adjunct/Joint/Clinical Faculty the scale below will be used to rate faculty accomplishments in each area of contribution: research, education or professional service (where appropriate), and institutional service to the HSC.

    Exceptional: Performance in the academic area is of the highest quality and results in national/international significance/ impact.
    Excellent: Productivity and quality significantly exceed performance standards and expectations.
    Good: Productivity and quality exceed routine performance standards and expectations.
    Acceptable: Performance meets routine standards and expectations.
    Unacceptable: Performance is not acceptable. Productivity and quality do not meet routine performance standards and expectations.

  2. Performance Criteria: Descriptions of faculty expectations in the three academic performance areas and in institutional service are presented below along with specific examples of activities that represent successful achievement in each area. The lists of examples are intended to be useful guidelines and are not all inclusive of activities that represent successful faculty performance.

    1. Current Knowledge

      Scholarly activity has two forms: (1) the compilation, synthesis, and transmission of current knowledge, and (2) the generation of new knowledge through original research and publication of the findings. Typically, peer review is the most rigorous standard for publications. In addition, publications can be evaluated with regard to their impact and dissemination, e.g. local vs. regional vs. national/international.

      1. Compilation, synthesis, and transmission of current knowledge The compilation, synthesis, and transmission of current knowledge is one aspect of this activity that contributes to and advances scholarship and may include:
        1. publication of textbooks, book chapters, review articles, case reports and technical and clinical procedures;
        2. publication of instructional materials, videos, teaching manuals, and syllabi development of new, existing, or continuing education courses;
        3. editorship of professional journals;
        4. invention of new methods and techniques in education, instrumentation, and technology;
        5. evidence of creative professional practice.
      2. New Knowledge

        Research is the generation of new knowledge through use of the scientific method or its equivalent in scholarly investigation. Such research may be basic, behavioral, clinical, educational, historical or in health services. It is most frequently expressed as manuscript publication in refereed scientific and scholarly journals.

        Research can be most readily measured through two peer review mechanisms: publication in refereed journals and the acquisition of grant funds. It is recognized that quality research can be conducted without the support of peer reviewed grant awards. Additional demonstration of the research record may include:

        1. invitations to present one's research at other universities or major scientific meetings;
        2. appointment as a section or symposium chairperson;
        3. receipt of awards or other special recognition for outstanding research;
        4. appointment to NIH study sections;
        5. participation in sabbatical opportunities;
        6. supervision of thesis or dissertation research;
        7. service on thesis or dissertation committees;
        8. publication of research abstracts;
        9. manuscripts submitted for publication;
        10. officer of national/international scientific and scholarly societies;
        11. receiving nationally approved patents;
        12. membership on national or state peer-review panels;
        13. manuscript reviewer for scientific and scholarly journals;
        14. service on national research committees and task forces;
        15. election to membership or fellowship in prestigious scholarly societies or advisory groups;
        16. frequency of citation;
        17. patents leading to technology transfer and other patents;
        18. other evidence of original contributions to the health science knowledge base.
    2. Educational Activities

      The criteria for effectiveness that shall be considered in evaluating educational performance are teaching qualities, educational innovation, impact upon students, and degree of teaching responsibility. Evaluation of teaching shall include qualitative and quantitative measurement from multiple sources. Appropriate input from students, peers, Department Chairmen, and other sources help maximize the validity of the value judgment that must be made.

      1. Teaching qualities

        The foundation of quality teaching is mastery of the subject, including the spectrum of foundational and current literature in one's discipline. Essential components of teaching may include:

        1. the use of appropriate methods of instruction;
        2. effective planning and organization;
        3. clarity of written, oral, and visual presentation;
        4. rapport with students;
        5. effective questioning and group facilitation skills;
        6. stimulation of critical thinking and problem solving;
        7. modeling professionalism;
        8. mentoring students;
        9. using appropriate methods of evaluation;
        10. providing adequate feedback to students;
        11. enthusiasm and energy.
      2. Educational innovation

        Teaching excellence includes some degree of innovative effort. Innovations in teaching must accomplish more than mere change. Rather, new methods should demonstrate measurable advantage over those previously used.

        Examples of innovations in teaching may include:

        1. taking advantage of new technology to improve teaching effectiveness;
        2. developing new learning experiences, courses, programs, or curricula;
        3. developing unique methods to evaluate student learning, skills, and professionalism;
        4. developing methods to evaluate individual teaching, courses, or curricula.
      3. Impact upon students

        A positive impact of teaching on students should be the primary educational goal of each faculty member. Increased knowledge, skills, professional attitudes and values result from effective instruction. The ultimate outcome of effective teaching is students achieving competency.

      4. Degree of teaching responsibility

        The degree of responsibility assigned to a faculty member and the extent to which the faculty member's responsibilities contribute to the teaching programs of the individual components and the HSC must be a consideration. More weight should be given to directing a course or having primary responsibility for a teaching program than merely presenting lectures in a course or serving as a laboratory or clinical instructor. It is expected that faculty members will assume more responsibility for teaching as they gain academic experience. Preparation time and unscheduled contact time directly related to teaching/learning issues will be taken into consideration for the review of teaching responsibility.

        Examples of indicators of achievement in educational activities:

        1. research mentor or preceptor for students, residents or fellows;
        2. awards or honors to mentored students;
        3. chairman or member of graduate student research committee;
        4. award of training grant;
        5. ability to attract students to electives;
        6. faculty serving as preceptor, mentor and/or role model for medical students, dental students, public health students, residents, fellows, postdoctoral associates, or junior faculty;
        7. evidence of effectiveness in class preparation, interaction, and lecturing to students, residents or fellows based upon appropriate measurement tools;
        8. faculty advisor for students, residents, fellows or graduate students;
        9. coordination of multi-faculty courses, clerkships, residency/fellowship programs, including continuing education programs, and professional seminars;
        10. development of new courses or major revisions of existing courses;
        11. invitation as guest lecturer or presentation of continuing professional education;
        12. unsolicited invitations to lecture/teach at other institutions;
        13. publication in refereed educational journals;
        14. demonstrated evidence of teaching excellence by receiving university, college or professional society teaching awards;
        15. outstanding performance evaluations from peers or students or outstanding student performance on standardized exams;
        16. development of innovative or acclaimed instructional materials including syllabi or software.
    3. Professional Service Activities (where appropriate)

      The HSC, consistent with tradition and history of the land grant university, provides professional service to the community in many ways. Examples of these activities are:

      1. Education for public school students on health promotion and disease prevention;
      2. Career counseling and encouragement of young people to enter health professions;
      3. Continuing education services to help professionals in the community;
      4. Advice to community organizations and agencies on health related matters;
      5. Advice and consultation to health professionals in the community on enhancement of quality, efficiency, and delivery of health and public health services;
      6. Collaboration with local, regional, and state public health agencies;
      7. Dissemination of research information to the appropriate public sectors;
      8. General advice, consultation, and service to community organizations and agencies;
      9. Membership in and contribution to professional organizations (includes offices held);
      10. Consultant to professional journals as a manuscript referee, reviewer, etc.;
      11. Editor for professional journal;
      12. Consultant to accrediting and other educational review boards;
      13. Grant reviewer on study section;
      14. Consultantship to industry related to research, health care, or product development;
      15. Participation in health events (health fairs, e.g.) of benefit to the community;
      16. Participation on national or regional: board, examination, certification, or accreditation committees;
      17. Outreach programs for college students (career counseling, recruitment, mentoring);
      18. Outreach programs for high school, junior high school, and elementary school students (career counseling, recruitment, mentoring).
    4. Institutional service

      Service is related to those activities that pertain to an individual’s role as a member of the faculty of the HSC and as a member of a professional discipline (e.g., participation in departmental, component, HSC, or System committees, representing the institution in professional organizations, and other activities that do not involve an official faculty role in teaching, research, or professional service).

      1. Institutional programs and services

        All faculty members must share in the work necessary to maintain the operation of the institution and are expected to contribute to the growth of the institution through efforts that are aimed at improving programs and services. Examples of activities that relate to institutional programs and services are:

        1. membership on committees or other assignments within the HSC;
        2. leadership role in curriculum reform, development, and implementation;
        3. contribution to faculty governance;
        4. participation in HSC, institutional, departmental, or program strategic planning;
        5. participation in student recruitment activities;
        6. development of or participation in minority student programs;
        7. participation in faculty recruitment;
        8. conducting faculty development programs;
        9. providing in-service seminars, continuing education, and training;
        10. participation in quality control;
        11. participation in assessment programs;
        12. setting up educational displays.
      2. Professional activities

        Faculty members should contribute to the maintenance and growth of their profession. The state, the profession, and the general public depend on the HSC for help in maintaining state-of-the-art practice in health care delivery and public health practice.

      3. Patient care/clinical activity

        Clinical faculty members are expected to provide exemplary patient care that is respected by patients and peers both within the HSC and in the professional community. Examples of activities relating to patient care and clinical activities are:

        1. certification by specialty board;
        2. awards that recognize clinical expertise;
        3. referral of patients from practitioners both within and outside the HSC;
        4. expression of confidence and respect from patients and clinical staff;
        5. consultation as requested by other faculty members;
        6. application of current methods in patient care;
        7. membership on a specialty examining board;
        8. service as a consultant on patient care (e.g., third-party payment groups, courts, health organizations);
        9. diligent efforts to make clinical and private patient care efficient and effective;
        10. holding leadership roles in hospital or healthcare organization;
        11. membership or fellowship in elected professional organization that denotes high level of clinical competency.