CE Faculty Information
Who’s Who in the Department of Psychiatry & Behavioral Sciences
Department Leadership and Administrative Team
Laura Roberts, M.D., M.A.
Chairman
Megan Cid, Executive Assistant
Vice Chair
Allan Reiss, M.D.
Associate Chair
Bruce Arnow, Ph.D.
Associate Chair
Victor Carrion, M.D.
Associate Chair
Cheryl Gore Felton, Ph.D.
Associate Chair
Chris Hayward, M.D., MPH
Associate Chair
James Lock, M.D., Ph.D.
Associate Chair and Director of Education
Alan Louie, M.D.
Associate Chair
Rob Malenka, M.D., Ph.D.
Associate Chair
David Spiegel, M.D.
Associate Chair
Jerome Yesavage, M.D.
Division Chiefs
General Psychiatry & Psychology Psychiatry
Chris Hayward, M.D., MPH and
Bruce Arnow, Ph.D.
Child & Adolescent Psychiatry & Child
Antonio Hardan, M.D.
Development
Sleep Medicine
Interdisciplinary Brain Sciences
Public Mental Health & Population Sciences
Emmanuel Mignot, M.D., Ph.D.
Allan Reiss, M.D.
Maurice Ohayon, M.D., Ph.D., D.Sc.
Directors
Director of Community Partnerships
Director of Finance and Administration (DFA):
Steven Adelsheim, M.D.
Brian Donnellan, Director of Finance
and Administration
finances (grants, salary, reimbursements),
Aimee Noelle Swanson, Director of
housing, or administrative issues
Research Administration
Bernadette Liu, Director of Clinical
Finance
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Faculty Affairs Administrator (FAA):
Heather Kenna
manages your appointment, offer letter,
(Professoriate and Adjunct Clinical
sabbatical requests, activity reporting, etc
Faculty)
Mindy Hantke
(Clinician Educator Faculty and
Affiliates, Instructors, Visiting, and
Consulting Faculty)
Human Resources Team:
Roxane Meade, Manager
I-9, benefits, employment, future hires, etc
Sandra Day, Assistant
Denise Knab, Assistant
Sherry Vega, Postdoctoral Affairs
Academic Affairs/Medical Education Team:
Mario Mercurio, Adult Residency
resident, fellow, trainee evaluation setup, etc
Coordinator
Ola Golovinsky, Child Fellowship
Coordinator
Quynh Dang, Psychiatry Training
Coordinator
Christina Woo, Psychology Training
Coordinator
Romola Brekenridge, Fellowship
Coordinator
Research Process Managers:
Grants and Contracts: Randy Rodriguez
works in the Research Management Group and
and Derek Harrison
coordinates grant processes for the department
Clinical Trials only: Ruth Bondy
Facilities and IT contacts:
Jake Foraker, Operations Manager
office setup, phones, copy codes, etc
Abrahim Kalehzan, Ariel Abarquez,
Teresa Williams, Chia-Yu Cardell
Clinic Managers:
Adult: Craig Charles
liaise with Stanford Hospital and Clinics
Child and Adolescent: Diana Kennedy
(Adult) and Lucile Packard Children’s
Sleep: Jan Anderson
Hospital, credentialing, medical privileges,
billing packet, etc.
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Department Website
Administration Structure and Standing Committee Membership:
http://psychiatry.stanford.edu/administration/
Stanford Orientation, Benefits, etc
Am I Faculty or Staff? Clinician Educators are salaried employees of Stanford University,
classified as exempt staff and are, in general, subject to and expected to comply with the
University’s applicable policies and procedures, including (in general) the employment
policies and procedures in Chapter 2 of Stanford University’s Administrative Guide.
While Clinician Educators are classified as staff, many of their responsibilities, which focus
on clinical care and clinical teaching (and may involve an administrative role or scholarly
activities), are similar to those held by members of the Professoriate Faculty. Therefore, as a
result of their academic credentials and multifaceted contributions to the School’s
educational mission, Clinician Educators are regarded colloquially as faculty and are
referred to as such in everyday usage.
Visit the new hire website at http://newhire.stanford.edu/index.html
Sign up for a New Staff Orientation: http://loe.stanford.edu/newemployees.html#orientation
Sign up for Benefits: the University’s Benefits website includes information on signing up
for health benefits (you must sign up within thirty days of your start date at the University
as a benefited employee – including if you are appointed as Acting faculty). Enrollment
can be done online or by phone and requires your Stanford ID and PIN.

Stanford ID – see your Stanford ID card and use the last 8 digits, or request this
number from your Human Resources administrator.

PIN – your temporary PIN is the month and year of your birth (MMYYYY). Otherwise
it is the PIN you selected the first time you called the Benefits office or logged in on
their website.
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Campus Matters
Stanford University ID - Get your Stanford ID card and your family’s courtesy cards (for
access to recreation facilities and more) at George Forsythe Hall, 275 Panama Street, room
135. Open Mon – Fri, 8 a.m. – 5 p.m., closed from 12:30 – 1p.m. (650) 498-CARD (82273). For questions, see ID Card Policies.
Hospital ID – Denise Knab, Administrative Associate on the 3rd floor (Central
Administrative Suite), will give you a form to obtain a Hospital ID and key badge card.
You’ll need to take this signed form to Hospital Security Office located in the basement of
the hospital, Room HO258C. They can be reached at 650-498-6290 or
photoid@stanfordmed.org. (If you are locked out, call Security Services at 650-723-7222.)
Parking and Transportation Services has campus parking permits, free shuttle services,
maps, and local and regional transportation options (including passes for Caltrain and
other services).
Physical Education, Recreation and Wellness – find the campus recreation centers,
gymnasiums, weight rooms, pools, aerobic studios, tennis courts and other resources, as well
as schedules and availability of programs, classes, camps, leagues, and campus facilities.
Note that the Stanford Golf Course has a separate site.
Required Training

HIPAA training – required for all employees (type of training varies based on access
to PHI), as noted in your offer letter.

Sexual Harassment training – required for all employees.

Conflict of interest training on the Conflict of Interest website – required for all new
faculty.

General health & safety training – required for all employees.

Training Questionnaire - required for all employees - this web-based quiz will
help you determine which training modules you are required to take based on your
role and responsibilities (e.g. management of individuals, work setting, handling of
hazardous materials).
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
Health & safety responsibilities at Stanford - this is a chapter in the Research
Policy Handbook, not a training module.

Principal Investigator training – at a summer or fall seminar or via web-based
training – required for Principal Investigators new to Stanford.

Human Subjects training at the Research Compliance Office website - required for
PI’s planning to use human subjects in their research.

Required Training for Laboratory Workers

Ergonomics for offices and laboratories.
Faculty Handbook, Chapter 8
Information for Clinician Educator Faculty on the Office of Academic Affairs website.
Absences, Time off with Pay, etc:
http://med.stanford.edu/academicaffairs/handbook/chapt8-5.html
School of Medicine Relocation Services can assist with rentals, purchases, information on
local schools and cities, and moving resources. IRS Moving Expenses.
Dual career resources – Many Stanford faculty members have spouses or partners with
professional positions in higher education or in other fields. The university offers assistance
to spouses or partners of faculty recruits and new and current faculty in finding positions at
Stanford or elsewhere in the Bay Area. This assistance may include meeting with the
faculty member, spouse or partner; referring the individual to others at the university for
assistance; and providing information on websites and other resources for finding open
positions.
The University’s Faculty/Staff Housing Office has extensive information on housing benefits
and purchasing or renting a home on or off campus. You may wish to schedule a meeting
with a representative if you have not met with them previously.
SmartPage allows you to look up and page individuals at Stanford and the Stanford
University Medical Center.
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FAQs

Am I eligible to serve as Principal Investigator on a grant?
(http://rmg.stanford.edu/piwaiver.html#clinician)

Do I have funds to pay for conference attendance or courses?
(http://www.stanford.edu/dept/dms/hrdata/eap/stap.html)

Do I get sabbatical or professional development leave?
(http://med.stanford.edu/academicaffairs/CEs/ under Leave of Absence)
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APPENDIX
EXAMPLE: MedHub RESIDENT EVALUATION OF FACULTY
Evaluator:
Service:
Rotation:
Issue Date:
Completed:
Residents are among those who are best qualified to judge a faculty member's teaching effectiveness and to offer suggestions that will help
improve his/her performance and promote the highest quality teaching standards. This information is also considered critical in decisions
regarding faculty reappointment and promotion.
The information provided will not identify any student individually. Numerical data will be summarized and given to individual faculty member
and the course director. Overall ratings of specific faculty members may also become part of an official record.
FOR EACH STATEMENT BELOW: Choose the number on the scale that best describes the faculty member with regard to his/her teaching.
In rating the faculty member’s teaching, respond to each item carefully and thoughtfully, basing your decision on the characteristics described
for each behavior. Avoid letting your response to some items influence your response to others.
Teaching Situation
Lecture
Clinical Supervision
Small Group
1. Organization/Clarity
Below
Expectations
1
2
Meets
Expectations
3
4
5
Exceeds
Expectations
6
7
8
Insufficient
contact
9
N/A
2. Instructional skills
Below
Expectations
1
2
Meets
Expectations
3
4
5
Exceeds
Expectations
6
7
8
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Insufficient
contact
9
N/A
8
3. Enthusiasm/Stimulation
Below
Expectations
1
2
Meets
Expectations
3
4
5
Exceeds
Expectations
6
7
8
Insufficient
contact
9
N/A
4. Rapport
Below
Expectations
1
2
Meets
Expectations
3
4
5
Exceeds
Expectations
6
7
8
Insufficient
contact
9
N/A
5. Supervision (Clinical, small group)
Below
Expectations
1
2
Meets
Expectations
3
4
5
Exceeds
Expectations
6
7
8
Insufficient
contact
9
N/A
6. Professional Characteristics
Below
Expectations
1
2
Meets
Expectations
3
4
5
Exceeds
Expectations
6
7
8
Insufficient
contact
9
N/A
7. Overall Teaching Effectiveness
Below
Expectations
1
2
Meets
Expectations
3
4
5
Exceeds
Expectations
6
7
8
Insufficient
contact
9
N/A
NARRATIVE SECTION
DIRECTIONS
This section is designed to provide you with the opportunity to elaborate on the previous items and provide specific feedback.
A. Summative Comments: These comments represent your overall assessment of the faculty member’s teaching effectiveness. They may be
quoted verbatim for decisions regarding reappointment and promotion.
B. Formative Comments: These comments are meant for faculty only.
What improvements could this teacher make to merit higher ratings? Please be as specific as possible and try to indicate how changes could
be made in addition to what changes are necessary. All faculty want to teach effectively but need specific (and tactful) feedback in order to do
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so.
EXAMPLE CLINICAL SKILL EVALUATION
(used for every reappointment or promotion)
Significant
Concern*
(comment
required)
Average
(basic
professional
competence)
Excellent
(expected at
top academic
medical
center)
Outstanding
(top 5-10% of
doctors I
have known)
Extraordinary
(top 1% of
doctors. I have
known)
Maintains up-to-date knowledge base
appropriate to scope of practice
1
2
3
4
5
Maintains current technical/procedural
proficiency
1
2
3
4
5
Applies sound diagnostic reasoning and
judgment
1
2
3
4
5
Applies sound therapeutic reasoning and
judgment
1
2
3
4
5
Applies evidence from relevant scientific
studies
1
2
3
4
5
Seeks consultation from other care providers
when appropriate
1
2
3
4
5
Demonstrates reliability in meeting clinical
commitments
1
2
3
4
5
GENERAL CLINICAL PROFICIENCY
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Significant
Concern*
(comment
required)
Average
(basic
professional
competence)
Excellent
(expected at
top academic
medical
center)
Outstanding
(top 5-10% of
doctors I
have known)
Extraordinary
* (top 1% of
doctors. I have
known)
Communicates effectively with patients and
their families
1
2
3
4
5
Communicates effectively with physician peers
1
2
3
4
5
Communicates effectively with trainees
1
2
3
4
5
Communicates effectively with other members
of the health care team (for example, nurses,
clinical administrators, respiratory therapists,
pharmacists)
1
2
3
4
5
Maintains appropriate medical documentation
1
2
3
4
5
Significant
Concern*
(comment
required)
Average
(basic
professional
competence)
Excellent
(expected at
top academic
medical
center)
Outstanding
(top 5-10% of
doctors I
have known)
Extraordinary
* (top 1% of
doctors. I have
known)
Treats patients with compassion and respect
1
2
3
4
5
Serves as patient advocate (puts the patient
first)
1
2
3
4
5
Shows sensitivity to cultural issues
1
2
3
4
5
Treats physician peers with respect
1
2
3
4
5
Treats trainees with respect
1
2
3
4
5
Treats other members of the health care team
(for example, nurses, clinical administrators,
respiratory therapists, pharmacists) with
respect
1
2
3
4
5
Available to colleague
1
2
3
4
5
Responds in a timely manner
1
2
3
4
5
Respects patient confidentiality
1
2
3
4
5
Significant
Concern*
(comment
required)
Average
(basic
professional
competence)
Excellent
(expected at
top academic
medical
center)
Outstanding
(top 5-10% of
doctors I
have known)
Extraordinary
* (top 1% of
doctors. I have
known)
COMMUNICATION
PROFESSIONALISM
SYSTEMS-BASED PRACTICE
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Effectively coordinates patient care within the
healthcare system
1
2
3
4
5
Appropriately considers cost of care in medical
decision-making
1
2
3
4
5
Participates in quality improvement activities
1
2
3
4
5
Demonstrates leadership in clinical program
development and administration
1
2
3
4
5
Significant
Concern*
(comment
required)
Average
(basic
professional
competence)
Excellent
(expected at
top academic
medical
center)
Outstanding
(top 5-10% of
doctors I
have known)
Extraordinary
* (top 1% of
doctors. I have
known)
1
2
3
4
5
OVERALL
Overall clinical performance
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