09_14_2022_Faculty Workshop Series_Full.mp4

September 19, 2022

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00:00But welcome everybody.
00:03We're going to get going with this
00:05first workshop of the year for the
00:08Office of Academic and Professional
00:10Development Faculty Workshop series.
00:13What we're going to do today is
00:15kind of do some talking about
00:16general ranks and tracks and we're
00:18really excited to have you join us.
00:20This is going to be a
00:23recurring lecture series.
00:24We are going to be giving CME for this,
00:27for, you know, everybody who joins
00:29for each of the individual sessions.
00:31The slide was up, Vic.
00:33You don't mind just putting
00:34in the chat the CME code?
00:36And for those of you who I assume
00:38most of you are getting used to this
00:41whole CME process with the cloud
00:43based thing that you text the CME
00:45Yale CME number and text it just by.
00:49You know once you have that number I
00:51suggest putting in your rolodex Yale CME.
00:53And then you text him that number
00:55and it will Ding you back and say
00:56it's got it so you can certainly.
00:59E-mail the office if there are
01:01any questions related to that.
01:03That often causes some questions
01:05the first time you do it,
01:07so I'm just going to quick share my
01:09screen as I introduce today's session
01:12and then we'll introduce ourselves.
01:14If you can see my screen,
01:16this is the main OPPD website.
01:19A lot of stuff we talk about
01:21the informations up and this
01:22is our chance to discuss it.
01:24I often suggest to people not
01:26to worry about bookmarks and
01:27remembering things and web addresses.
01:29If you just type in Yale OA PDI
01:30on your search browser, it will.
01:32I'm almost everyone I've ever been on,
01:35bring you right to our main website.
01:38On the upper right,
01:39there's a calendar of events
01:40and if you click on that,
01:42it'll list out today's workshop
01:44and then it goes through all the
01:46upcoming workshops as we have it.
01:48As you click into them,
01:50it gives you additional bulleted information.
01:52For example, the next one,
01:55if I click into that,
01:56it kind of who's speaking kind
01:57of topics will be covering.
01:59So there really is a lot of information
02:02that we're populating on the website.
02:05For the two of us speaking today,
02:06Sam,
02:07do you want to do introductions first?
02:15So I'm I'm Sam Ball with that,
02:17with Jonathan Grauer.
02:18I'm one of the associate Dean for
02:20faculty affairs and I serve as
02:22a liaison to the non procedural
02:24departments in the medical school.
02:27You're welcome. Thank you.
02:31Jonathan Grauer from
02:32Department of Orthopedics,
02:33also one of the associate Deans,
02:34faculty of Affairs and work
02:36with Sam as a counterpart.
02:38Kind of both of us working on
02:39a lot of the bigger projects,
02:41but I'm I'm kind of a point
02:43person for procedural departments.
02:47Great. So what we were hoping to do for,
02:51for anybody who was new, they may have
02:54been to the new faculty orientation.
02:56Some of the stuff we're going to go over is
02:58going to be a little repetitive with that.
03:00But then what we're going to
03:01do is kind of our structure is
03:03going to be general introduction.
03:04We're going to show a short few short videos,
03:06really short thinking that, you know,
03:08that's really where we can get people
03:10most engaged on things and then we're
03:12going to go into breakouts by track
03:14because a lot of the questions and points
03:16that people might want to talk about.
03:18Are are probably somewhat specific
03:21to the the tracks and what they do.
03:24I'm thinking that that's going
03:25to be the most helpful.
03:27So I bring us back just in terms of the
03:29orientation because a lot of the information,
03:32the gender like that really nuts
03:33and bolts is, is on the website.
03:36If you went to the main website
03:38under academic affairs,
03:40we have a lot of information
03:42about faculty tracks,
03:43ranks and positions.
03:46And it has some overview information
03:49that we're going to do together
03:51and then it goes into a lot of
03:54specifics on each one of the tracks.
03:59And and that becomes really important,
04:01tracks in general really
04:03represent kind of the.
04:05Phenotype the the type of a way
04:08we're all contributing to the Med
04:11school and how we can kind of.
04:13Work on the things that are kind of both
04:16expected of us and that are there to help
04:19mentor us all to progress in those ways.
04:22But also then there's some of the
04:24mechanics in terms of the A&amp;P process.
04:27So we were going to start
04:28embedded through here.
04:29We've had a lot of requests for video
04:31and we're actually just going to show
04:32some of these short videos for two of
04:34the short videos to get us started.
04:35They're literally just a few minutes
04:37because that's been a big request.
04:38We're recording today's workshop.
04:40We're going to record future ones.
04:42It's really going to be a
04:44focus with the recordings.
04:45That we do have the workshops on the general,
04:48not the the Q&amp;A period,
04:50so the breakouts,
04:51but we'll be recording this as well just
04:53because there been so many requests for that.
04:55So as an overview,
04:58Linda Bockenstedt has given a a good
05:01overview that I'm going to play here,
05:03so.
05:05See if make sure this works.
05:18As a successful organization we have to
05:21have successful faculty and that includes
05:23people who are in the non ladder ranks,
05:26instructional positions
05:28like instructor or lecturer,
05:31people who are in the research
05:32ranks and all the people who are on
05:35our various ladder faculty track.
05:37And I think that was the best.
05:39I keep saying this over and over.
05:41That was best really demonstrated
05:43during the COVID.
05:44Initial COVID epidemic when we all came
05:47together to try to work and and combat
05:51our issues with that pandemic at Yale.
05:55So we have all these faculty
05:58tracks and ranks.
05:59I talked about this a little bit.
06:01We have about right now about
06:03750 people or so in the research
06:07ranks and about 700 or so in the
06:11clinical instructional ranks.
06:12You include some of the.
06:15As at the lectures as well.
06:18But the latter faculty ranks are a
06:20little bit confusing to some people
06:22because unlike other institutions,
06:23we have not just one track or two tracks,
06:27we actually have 5.
06:29And this has been something we've.
06:34I see.
06:35Ask departments to decide who to
06:37to determine which tracks people
06:40are in as of July 2019,
06:42and this is the reason why.
06:44If you look at how our faculty
06:46have grown since 2013,
06:48we're now up to nearly not
06:51quite twice as many.
06:53In the total ladder faculty ranks,
06:56most of that has been driven by the
06:59clinical expansion of through your
07:00mainland hospital system and our
07:02clinical programmatic growth in general.
07:04If you look at the size of the basic
07:07science departments they have,
07:09this is the.
07:11The blue line at the bottom
07:13here they've grown,
07:13but not anywhere nearly as much
07:16as the clinical departments.
07:18And the basic stand up school of
07:20Public health is also grown as gone
07:22from 60 to 96 faculty ladder faculty,
07:24which is a significant increase
07:26for the School of Public Health.
07:28But in comparison to the rest
07:30of the Yale School of Medicine,
07:32it's much smaller.
07:33And if you look at the latter faculty tracks,
07:36you can see that most of the
07:38growth has been on the Commission
07:40educator and the clinical track with
07:42lesser growth in the traditional
07:45position scientists initially,
07:46scientist track and the investigator track.
07:50In 2019, because prior to that a 2019,
07:54most of the assistant professors
07:57were undifferentiated and you could
07:59choose a sensibly your career track
08:00that you wanted to be on at the time
08:03you moved to associate professor,
08:05or could declare position educator
08:07at the assistant professor rank.
08:09When we changed it to,
08:10everybody who entered the latter
08:12faculty had to have a a track assigned.
08:14You saw a jump in some of the tracks
08:17because the assistant professors are
08:18now being added to the numbers down here.
08:21But these tracks,
08:22these resource intensive tracks,
08:24have remained relatively flat in
08:26comparison to the clinical and
08:28the clinician educator track.
08:39So. That's kind of a big
08:44overview of what the.
08:47Tracks and and positions are.
08:52But a lot of the questions we get
08:55are really about the the details
08:58about the nuances of what's expected
09:02and kind of what is the overall.
09:06Different characteristics of
09:07people in different tracks.
09:09So we're going to show one other
09:12just general video and track
09:14and rank expectations and again,
09:16this is there for anybody going back to it.
09:32So, do you know the expectations
09:34of your letter track and I would
09:36suggest that you look for this
09:38information from you OP website.
09:40You can see faculty tracks,
09:42ranks and positions under the
09:44academic Affairs tabs and
09:45the faculty on the Left here.
09:47They also you can look at individual
09:50tracks here to see if your
09:52requirements for what you're doing
09:54fit align with what is listed in the
09:56different ranks here on the left.
09:59But there are documents that this is
10:01a faculty type of metrics document.
10:03Here and and and the latter faculty
10:06track metrics here on the right
10:09that you can download a copy
10:11of of what those metrics are,
10:13and if you look at them,
10:15those metrics will show you the clinical CE,
10:18the clinician scientist,
10:20the investigative and traditional track,
10:23and the different responsibilities,
10:25research activities, effort, allocation.
10:28This is important to pay attention to.
10:32And also sources of funding,
10:34types of scholarship type and
10:36at the time of the promotion,
10:38what kind of reputation have you should have.
10:41And also at the very bottom,
10:43this applies to all ranks and
10:46all tracks are that all faculty
10:47are expected to uphold,
10:48the university faculty stands to
10:50conduct and the mission values of the
10:53medical school and that you should
10:55be contributing to the diversity,
10:57success and well-being of the
10:59academic community.
10:59So this is really important because we do.
11:02Expect this of our faculty.
11:04It's written into the offer letters.
11:06Now that professionalism is something
11:08that's very important to our institution.
11:18OK.
11:19So that we thought might just be
11:22some helpful kind of introductory
11:25background before we kind of
11:27talk about kind of breaking a
11:28little bit into different tracks.
11:30I guess let me just ask if there are some.
11:33General questions that anybody might have.
11:35We really want to try to make
11:37this an interactive discussion.
11:46There's a question from Yvonne. Yeah so
11:50if a just if I understood correctly.
11:52So traditional track would be
11:54like what the typical assistant
11:57associate professor is like.
11:59For example if you talking about basic
12:01science department and investigate the
12:04track would be non tenure letter track.
12:07Is that correct understanding?
12:11Yes and and I'll go into a little bit
12:13more detailed and in my breakout room
12:15about that it just didn't know little
12:17bit different than it used to be.
12:19That's why I kind of like.
12:24And for a lot of people
12:25that you know when we look at the most
12:28similar tracks are are most of the
12:30discussions we have are people looking
12:32to contrast the three tracks you just
12:35mentioned or contrasting clinical
12:37and clinical educator track, right.
12:40There are of course the interface between
12:42clinical educator and clinician scientists,
12:44but most of the discussions we have
12:46are within the spheres of the more
12:49research intensive tracks and the
12:51more clinically intensive tracks.
12:53Or where a lot of our discussions
12:54are and that's why you know we're
12:56what we'd like to do then is,
12:58is break a bit into those sections to
13:00be able to have those discussions.
13:03And I would just add to that Jonathan
13:06and why this this group would come
13:08with me if there's any on the call is
13:10the other differentiation that faculty
13:12are particularly interested in is,
13:14you know being on the research ranks,
13:16other words being an associate
13:18research scientist and you know how
13:21do I go on to the ladder ranks.
13:23So. So we'll we'll talk a little
13:24bit about that too.
13:33Great. Well, Victoria,
13:34I can leave to you two to figure
13:35out how to make that next step happen.
13:37So, Gloria, before I
13:39explain the breakout group,
13:41can you just confirm that I'm a co-host?
13:43My participant list shows that
13:46Gian Filippo is the Co host,
13:49but I may just be.
13:51Miss reading one moment.
13:56Because I don't want to get
13:57lost as I get assigned to my own
13:59breakout room. That's always bad.
14:12Yeah, you should be all set.
14:15So what we're going to do,
14:17we have a small group which will be made,
14:19made smaller by the breakout is as
14:21Jonathan explained, we're going to
14:22have two different breakout groups,
14:24the one that John that that I'll be doing,
14:26which is going to be a breakout room 1.
14:29Victoria will put up those two
14:32options when I get through speaking.
14:34So I'll do a breakout group on #1
14:36and this is for people who are
14:38on what for lack of better term,
14:40we'll call the research and research
14:42intensive kind of faculty appointments, so.
14:45This would be people who are on
14:47the clinician scientist track,
14:49investigator track, or the traditional track.
14:53It would also include people who
14:55are associate research scientist
14:57or research scientist.
14:59And it would also include a people who,
15:02if they are an instructor and are
15:04like on a K award and they are hoping
15:07to move into one of these kind of
15:10research tracks at some point.
15:12So that'll be breakout group #1
15:14and then break out group #2.
15:16Which Jonathan will be facilitating
15:18will be for people on what again
15:20for lack of a better term,
15:21we'll call the clinically intensive tracks.
15:24So that will be people who
15:26are on the clinical track,
15:28people who are on the clinician
15:30educator track.
15:31And if you're an instructor who's in
15:33much more who's I'd say spending greater
15:36than 50% of your time doing clinical work,
15:39you would go with,
15:40with Jonathan got questions about and
15:43and if you're not a faculty and you are.
15:46You know one of the faculty affairs
15:48leaders from your department that are
15:50listening and you can go to whichever
15:52whichever one you'd like to learn more about.
15:54Leave that to you.
15:55We don't have the capacity to
15:57go switching back and forth.
15:59So again,
16:00the research group come with me
16:02and Group One and the clinical
16:04group with Jonathan and Group 2.