Strategies for Success: Faculty Promotions From A to Z Barbara Hempstead MD, PhD Associate Dean, Faculty Development facultydevelopment@med.cornell.edu • The mission of medical colleges is to improve the health of the community and world by setting the standards of excellence in their tripartite missions of: Medical education Research Clinical Care Weill Cornell is composed of faculty for whom their primary mission is in one or more of these categories Important and Essential Guides for Faculty members • Handbook: Official document which can be found online at www.med.cornell.edu/handbook. Comprehensive; primary source of official policies. (Office of Faculty Affairs, Assistant Dean Mark Albano heads this Office) • An Introduction to the WCMC Academic Appointment, Promotion and Tenure Policies and Procedures for Faculty (2011-2012) Understanding the Academic Appointment Process for Faculty (Handouts available, and through OFA website) The system of “tracks” recognizes that faculty perform different roles • There are 8 professorial tracks that lead to professor – – – – – – Tenure Track Academic-Clinical Track Academic-Research Track Clinical Track Research Track Academic-Educator Track – Voluntary Track – Affiliate Clinical Track – There is also one non-professorial track There are three ranks: • Assistant Professor • Associate Professor • Professor There are also ranks that are not associated with a track: • Instructor • Senior lecturer • Lecturer Initial Faculty Appointment is most frequently to the unmodified track • Initial appointments at the Assistant Professor level are recommended by the Chairman, for review and approval of the Dean • Appointments at the Associate and Professor level require review at the Departmental Level, review by the Dean, review by the Committee of Review, review by the General and Executive Faculty Councils, approval by the Dean. • This takes time Promotion Timeline Initiate process for promotion, track change, tenure consideration “Let’s Move Up” Seminar for Third Year Faculty Seminar on CV Preparation Third Year Review by Department • • Update CV Consult with Chair Prepare CV Departmental Review Process Year 1 Year 2 Year 3 Year 4 Year5 Annual Review Annual Review Annual Review Annual Review Annual Review Submission to WCMC Committee of Review (COR) WCMC COR Evaluation of Credentials Dean’s Review Year 6 Annual Review Promotion Effective Year 7 Annual Review NOTE: For individuals pursuing Tenure Review, there is an additional process. Following consulting with your Department Chair and undergoing the Departmental Review Process, an additional review is held by the WCMC Committee of Review and the Dean. This process shall not exceed a total of nine years. Although the specific criteria differ somewhat on the 6 tracks, all embrace the following concept: The faculty member has to disseminate information to the broader community that results in improving the health of others through research, education, program building and/or clinical distinction and service This can include: meritorious publications, substantial contributions to teaching and/or clinical practice The scholarly achievements of candidates on the tenure, academic research and academic clinical tracks should be indicated by national recognition among their peers Academic Clinical Track: Significant commitment to clinical research Excellence in teaching Noted accomplishments in clinical care Expectation that individuals will participate significantly in the academic activities of the Medical College Not eligible for tenure. Scholarly productivity in advancing a body of knowledge, demonstrated by original research, analytic studies, new approaches to patient care or clinical observations that influence medical practice. Original articles in refereed journals, active participation in education, accomplishments in patient care as demonstrated by a regional or national reputation for excellence Clinical Track: Individuals may be engaged heavily in clinical practice and teaching Valuable contributors to the teaching, clinical research and academic programs of the Medical College. Exhibit scholarly achievement, but not to the degree of those on the academic –clinical, academic –research or tenure tracks. Typically evaluate on the basis of: • Commitment to education and educational effectiveness • Excellence in clinical care based on regional /national recognition • Role model for students, residents and fellows • Active participation in the governance and administrative effort to the department or hospital Academic Research Track: Engaged in research as their primary activity (70%) May have additional teaching and clinical care activities. Specific duties are determined by the chair of the department in which they hold their appointment. Not eligible for tenure, but may be considered for transfer to the tenure track Research Track: Engaged in research or research related activities as the primary activity 70% of time, or more, devoted to research or related activities (eg, direction of a research core) Meritorious performance in research or research-related service activities Contributions to research activities, competitive grant funding, appointment to review boards and editorial boards, participation in national research conferences. May provide teaching, clinical and administrative contributions. Academic Educator Track: Assume major duty in educational activities. May have a more minor role in research, professional/clinical service Criteria for promotion include teaching portfolio, innovation in teaching, student impact, publications, lectures and presentations. Innovation in the development of new technology for teaching, methodologies for evaluating teaching effectiveness, course development, mentoring of students and trainees Working group of clinical educators: Invited to join Tenure Track: Assume major duties in research, teaching, patient care/administration Evidence of independent research recognized nationally and internationally with publication of exceptional, innovative and original research, or important clinical applications of basic science. Professional recognition in their field: awards, prizes, membership on study sections, advisory groups Active participation or leadership in academic activities at the Medical College Appointment or Promotion to Associate Professor on the tenure track rests with the University President, recommendations of the Departmental Chair, Committee of Review, Faculty Councils, and Dean of the Medical College Time restrictions for review for promotion to Associate professor, and for tenure consideration. Clock is suspended for one calendar year for birth, adoption of a child. Questions to consider to determine if your pathway will lead you to be considered for promotion to Associate Professor What academic pathway have I selected for professional development? Research- Basic or Translational Academic Research or Tenure Clinical Research Academic Clinical Clinical care Clinical Educator Educator Program builder Component of each track Many faculty participate in several categories, but it is important to identify a primary pathway Have I identified and developed a “niche” for which I am regionally and nationally recognized? Does my CV demonstrate that I am regionally or nationally recognized for contributions in my area of expertise? -Meritorious publications -Invited Reviews -Invited Talks, Organizer of Symposia -Invited to participate in Workshops that set standard for the field -Member of Editorial Board -Member of Review Committee (foundations, NIH) -Participation in CME courses at regional or national level -Others have utilized your methods of assessment, adopted your program: databases (national), policy, safety strategy -Regional or national referral of patients for consultation/care -Others are using your developed techniques (surgical or treatment strategies, assays for diagnosis -Election to honorific societies What would by colleagues and evaluators write about me when asked to comment on my CV, and my regional and national contributions? In terms of excellence in: • Research • Education • Clinical Distinction • Program Building, Administrative Innovation • A complete description of the review criteria for each track is described in the Academic Handbook (available online, under the Office of Faculty Affairs). • A seminar specifically tailored to faculty in their second and third years of initial appointment entitled “Let’s Move Up” will be provided on November 14th , and in the spring of 2013. • This seminar will discuss in detail the criteria for promotion on each track, to help assistant professors better understand each track and make sure that they are poised to meet these criteria when formal track decisions are made. • Departmental Review of each faculty member in the third year is expected. Promotion Timeline Initiate process for promotion, track change, tenure consideration “Let’s Move Up” Seminar for Third Year Faculty Seminar on CV Preparation Third Year Review by Department • • Update CV Consult with Chair Prepare CV Departmental Review Process Year 1 Year 2 Year 3 Year 4 Year5 Annual Review Annual Review Annual Review Annual Review Annual Review Submission to WCMC Committee of Review (COR) WCMC COR Evaluation of Credentials Dean’s Review Year 6 Annual Review Promotion Effective Year 7 Annual Review NOTE: For individuals pursuing Tenure Review, there is an additional process. Following consulting with your Department Chair and undergoing the Departmental Review Process, an additional review is held by the WCMC Committee of Review and the Dean. This process shall not exceed a total of nine years. How will the Annual Review Process help position me for promotion? Yearly review of each faculty member with their Chair, Division Chief, or Chair-designee On line and secure format, followed by a meeting in person Accomplished in three parts: 1. Receive an introduction to participate in the review Complete the on-line form 2. Meeting with Chair/designee scheduled Meeting takes place 3. Confidential feedback (Office of Faculty Development, Dean) Process to begin in Jan/Feb Faculty and Chair will have access to prior reviews, to best assess incremental progress Formal opportunity to discuss mentorship, life/work balance Promotion Timeline Initiate process for promotion, track change, tenure consideration “Let’s Move Up” Seminar for Third Year Faculty Seminar on CV Preparation Third Year Review by Department • • Update CV Consult with Chair Prepare CV Departmental Review Process Year 1 Year 2 Year 3 Year 4 Year5 Annual Review Annual Review Annual Review Annual Review Annual Review Submission to WCMC Committee of Review (COR) WCMC COR Evaluation of Credentials Dean’s Review Year 6 Annual Review Promotion Effective Year 7 Annual Review NOTE: For individuals pursuing Tenure Review, there is an additional process. Following consulting with your Department Chair and undergoing the Departmental Review Process, an additional review is held by the WCMC Committee of Review and the Dean. This process shall not exceed a total of nine years. What is Mentoring? • Traditionally: someone who imparts wisdom to and shares knowledge with a less experienced colleague • Current: A mutually beneficial partnership to develop insight, skills and behaviors that will help the mentee to reach their academic goals • This is not “coaching” for a specific performance. Rather the mentor is a “sounding board” to give advice on career development, and achievement • Three types of mentoring relationships: 1) Traditional mentor (dyadic) 2) Developmental Networks 3) Facilitated peer mentoring program What is good mentoring? • Mentoring takes time. Although “ in the hallway” comments and advice are helpful, successful mentoring requires commitment by both the mentor and mentee. • A good mentor: a) advocates for the mentee b) maintains confidentiality c) advances the mentee’s academic and professional goals in the direction desired by the mentee d) has an interpersonal and professional relationship e) tailors style to the mentee Traditional Dyadic Mentoring • Mentor is usually within the same institution, and may be the supervisor of the mentee. • Expertise of mentor and goals of mentee should be aligned • If a local expert cannot be identified, mentorship can be very successful “at a distance” if phone, videoconferencing and intermittent face to face meetings are possible. These require more commitment by both parties. Developmental Networks • Co-mentors • Collaborative peer mentoring and projectbased mentoring. Enables fluidity as research interests change over time. • Team mentoring. Senior mentors may interact with several mentees with similar academic interests Facilitated Peer Mentoring • Groups of peers with common interests meet regularly, with a senior facilitator, to review criteria for promotion, productivity, assist with CV editing, manuscript writing, presentations. • Effective but time-intensive, and local expertise in specific areas may be limited What does good mentoring look like? A good mentor: • Advocates for the mentee • Maintains confidentiality • Is interested in helping to develop another person’s career • Advances the person’s academic and professional goals in directions most desired by the individual • Tailors the style and content of mentorin to the individual Mentoring is a 2-way street • Both mentor and mentee benefit from the relationship. • WCMC is developing a mentorship “contract” • Mentorship will be one of the categories addressed in the annual faculty review. This will be an opportunity for each faculty member to indicate need for more mentorship and identify such individuals with supervisor. • If mentorship issues are not resolved in this manner, faculty are encouraged to contact the Office of Faculty Development How do you find a mentor? • Intramural- Discuss with your Division Chief or Departmental Chair. ( They have a vested interested in your success). • Extramural- faculty at local-regional institutions with similar interests. Discuss with your Division Chief or Chair. • Less frequently, mentorship at a distance. Face to face meetings 1-2 times per year, more frequent phone or Skype interactions How can the Office For Faculty Development help you? • • • • • • • • • • • • Visit our site! Upcoming programs November 14, 2012, 5:00-6:00pm, Let's Move Up: Seminar for Junior Faculty Initial steps to insure career success at WCMC Room: A-950 February 14, 2013, Time Management: Focusing your energy for more efficient workflow Daniel Markowitz, Founder of Timeback Management Session I: 7:30-8:30am, Session II: 12:00-1:00PM Room: A-950 May 16, 2013 Conflict Resolution Catherine Morrison, JD Session I: 7:30-8:30am Session II: 12:00-1:00pm • CV preparation- to be scheduled • Visit the CTSC Website (www.med.cornell.edu/ctsc)- Programs in Grant Writing, Funding Opportunities , Training and Education Office of Faculty Development | Weill Cornell Medical College Search Pages PAGES PROMOTION/TENURE NEW FACULTY DIVERSITY RESEARCH AND FUNDING EDUCATIONAL OPPORTUNITIES PEOPLE PHYSICIANS AFFINITY GROUPS/MENTORSHIP | Office of Faculty Development > Educational Opportunities Educational Opportunities CONTACT US Office of Faculty Development Weill Cornell Medical College Barbara Hempstead, M.D., Ph.D., Associate Dean for Faculty Development Carolyn Hill, Administrator (212) 746 -2195 facultydevelopment@weill.cornell.edu Weill Cornell Healthcare Leadership Fellows Drs. Michael J. Wolk, M.D. and Lawrence P. Casalino, MD, PhD are the Co- Chairs of the new Weill Cornell Healthcare Leadership Fellows Program. This joint program of Weill Cornell Medical College and the Weill Cornell Physician Organization seeks to identify and foster the development of Weill Cornell’s “leaders of tomorrow.” 15-20 faculty members will be chosen as fellows for this five -year program intended to develop innovative solutions for efficient, patient-centered and cost-effective health care delivery. For more information on the program and how to apply. Clinical and Translational Science Center The Clinical and Translational Science Center (CTSC) provides an environment that allows optimal use of our considerable multi-institutional assets and the diversity of our patient population to move translational research seamlessly from bench to bedside and to the community. The CTSC acts as a conduit through which essential resources, technological tools and education programs for all partners can be efficiently shared and managed. Weill Cornell Graduate School of Medical Sciences The Weill Cornell Graduate School is integrated within the world-class medical centers of WCMC and Memorial SloanKettering Institute, sharing both institutions’ resources. Biomedical research spans the full spectrum of biomedicine from stem cell research to translational medicine. Master of Science degree programs are offered in Clinical Epidemiology and Evaluative Sciences Research, and Clinical and Translational Investigation . The Weill Cornell Health Information Technology Certificate Program is a five -month course that provides students with the practical knowledge and skills required to implement, maintain, and use electronic health records (EHRs) in health organizations. 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