Appointments Reappointment and Promotion Processes

Transcript

• 00:01Alright. I think we'll get
• 00:02going. I'm sure some more
• 00:03people will will come in
• 00:05as we get going. Welcome
• 00:06to today's,
• 00:08OAPD seminar that,
• 00:10Jonathan Grauer and I will
• 00:11lead. I'm gonna go through,
• 00:13some slides just to kind
• 00:15of go through
• 00:16information around the appointment, reappointment,
• 00:18or promotion process, and then
• 00:19Jonathan's gonna kind of do
• 00:21a a quick walk through
• 00:23the website for where a
• 00:24lot of this information is
• 00:25located, and then we should
• 00:27have enough time at the
• 00:28end for,
• 00:29some q and a.
• 00:31As as, I'm sure all
• 00:33of you know, Yale School
• 00:34of Medicine has several different
• 00:36faculty ranks and tracks, and
• 00:37I'm gonna pretty
• 00:41briefly review those today, but
• 00:43and mostly focus on issues
• 00:44related to sort of the
• 00:45timelines process
• 00:47sees and,
• 00:49expectations related to the academic
• 00:50review process.
• 00:52Of of the latter,
• 00:54tracks, clinical departments make extensive
• 00:56use of, particularly two of
• 00:58the tracks, the academic clinician
• 01:00and clinician educator scholar tracks
• 01:01for new faculty appointments.
• 01:04The clinician educator scholar track
• 01:05is is still our largest
• 01:07track in terms of number
• 01:09of faculty, but that the
• 01:10gap between,
• 01:12those numbers and the number
• 01:13who are on the academic
• 01:14clinician track shrinks every year.
• 01:17Some clinical,
• 01:19departments make,
• 01:20fairly extensive use of of
• 01:22one or more of the
• 01:23clinical or instructional ranks. I'm
• 01:25not gonna be focusing on
• 01:27those today, but if people
• 01:28have questions about those, we
• 01:29can, we can try to
• 01:30address those during the q
• 01:32and a.
• 01:33And, most departments
• 01:35make extensive use of the
• 01:36research ranks. That's a large
• 01:38group of faculty as well,
• 01:39not not quite as many
• 01:40as,
• 01:41the academic clinician or clinician
• 01:43educator scholars, but still a
• 01:44very large group of faculty.
• 01:47And just a couple of
• 01:48slides on the research
• 01:50rank faculty criteria,
• 01:52because the processes
• 01:54that I'm going to go
• 01:55through later applies really for
• 01:56all faculty, but just a
• 01:58little bit of information about
• 01:59each group.
• 02:01With research rank faculty,
• 02:03it's it's often the case
• 02:05that postdocs
• 02:07may transition into an associate
• 02:08research scientist
• 02:10appointment,
• 02:11and the majority remain in
• 02:13the in these ranks
• 02:15for their time at Yale,
• 02:17usually as an essential member
• 02:18of a one or more
• 02:20principal investigators
• 02:21lab.
• 02:22A relatively few,
• 02:24over time will obtain enough
• 02:26grant support as a PI
• 02:28to move to the latter
• 02:29ranks,
• 02:30and that sometimes happens when
• 02:32their PI and their,
• 02:34department and or section supports
• 02:36that kind of,
• 02:38a significant transition,
• 02:40from research ranks to the
• 02:41latter ranks.
• 02:42But most remain on this
• 02:44track because it's better aligned
• 02:46with their research laboratory responsibilities
• 02:49and,
• 02:50the department's
• 02:51plans.
• 02:52And then they will seek
• 02:53promotion
• 02:54usually after five or more
• 02:56years at a particular rank
• 02:58and then work their way
• 02:59up,
• 03:00to research scientist and senior
• 03:01research scientist.
• 03:03And these are just some
• 03:04of the some quotes from
• 03:05the Yale faculty handbook about
• 03:07expectations,
• 03:08about increasingly
• 03:10significant contributions
• 03:11or seniority
• 03:13associated with movement up these
• 03:15ranks.
• 03:17For
• 03:18we we try to conceptualize
• 03:20the research ranks in terms
• 03:22of four different career pathways.
• 03:25The the last one, which
• 03:26is sort of considered the
• 03:27independent research pathway,
• 03:30usually this is for someone
• 03:31where the department is really
• 03:33intending
• 03:34for them to move to
• 03:35an assistant professor appointment once
• 03:37they obtain
• 03:38a k award or or
• 03:40other types of significant research
• 03:42funding,
• 03:43and they are appointed into
• 03:44the associate research scientist as
• 03:46sort of a holding appointment
• 03:48until that occurs.
• 03:50The majority of folks appointed
• 03:53as associate research scientists will
• 03:55will will fall on one
• 03:56of the other three pathways,
• 03:59probably the most common of
• 04:00which is the first one
• 04:01which is the research projects
• 04:03pathway,
• 04:04which is playing a critical
• 04:05role in leading
• 04:07various research projects within a
• 04:09lab or associated with a
• 04:11particular PI.
• 04:13Research methods pathway, usually the
• 04:15person's not leading the projects
• 04:17but is contributing some
• 04:19very significant expertise
• 04:21and in one or more
• 04:23kind of methodological
• 04:25or or technical areas.
• 04:27And then a research administration
• 04:29pathway where the person is
• 04:31engaged in significant management of
• 04:33usually multiple grants or a
• 04:35core or or some type
• 04:37of center.
• 04:39The instructor ranks, as I
• 04:41said, the clinical department sometimes
• 04:43make fairly routine use of
• 04:44this, particularly
• 04:46for faculty
• 04:47who are headed,
• 04:49to,
• 04:50one of the more research
• 04:51intensive
• 04:52of the ladder tracks.
• 04:54And they will they'll use
• 04:56this appointment as a way
• 04:57to give, some faculty some
• 04:59extra time to kind of
• 05:00get their their lab or
• 05:02their science up to speed,
• 05:04because the tracks that they're
• 05:06entering into, which I'll go
• 05:07over in a minute, have
• 05:08time limits associated with them
• 05:10and this sometimes, you know,
• 05:12a year or two, sometimes
• 05:14three years at this rank
• 05:15will give people enough time
• 05:16to kind of hit the
• 05:18ground running once they join
• 05:19the
• 05:20the ladder ranks.
• 05:23Although we think about moving
• 05:25from an instructor or from
• 05:26a research rank, appointment to
• 05:28a ladder faculty appointment, we
• 05:29sometimes talk about it as
• 05:30being a promotion and then
• 05:32it clearly is an advancement
• 05:34within the school.
• 05:36It is actually a new
• 05:37appointment to move from one
• 05:39of those other,
• 05:40non ladder ranks to a
• 05:42ladder faculty appointment.
• 05:44They require university approval for
• 05:47the position.
• 05:48Sometimes,
• 05:49a search
• 05:50for those positions can be
• 05:52waived. For example, if you
• 05:53have a k award,
• 05:55there's really nobody else but
• 05:56you who could do that
• 05:57k award and so we
• 05:58don't require a search for
• 06:00that.
• 06:01And there's some other,
• 06:02reasons why we wouldn't do
• 06:04a search for appointment. But
• 06:05for the majority of them,
• 06:06we have to do some
• 06:08type of search for the
• 06:09appointment.
• 06:10And then once,
• 06:12you are appointed as assistant
• 06:13professor, the the clock begins
• 06:15if you are,
• 06:16going into a research intensive
• 06:19appointment.
• 06:20And this is sort of
• 06:21a table that sort of
• 06:22maps out the five different
• 06:24ladder tracks,
• 06:26and,
• 06:27just some of the time
• 06:28limitations
• 06:28associated with them. So on
• 06:31the the the right and
• 06:32left side with the the
• 06:34two, what we call clinically
• 06:35intensive tracks, the clinician, educator,
• 06:37scholar, and academic clinician,
• 06:39these do not have, what
• 06:41are called term limits. In
• 06:42other words,
• 06:43it's possible to remain an
• 06:45assistant professor or an associate
• 06:47professor for most of one's
• 06:49career and you don't have
• 06:50to get promoted in order
• 06:51to stay.
• 06:53Most faculty obviously are not,
• 06:55would don't aspire to have
• 06:57a goal of staying at
• 06:58the same rank for their
• 06:59entire career.
• 07:01But if it takes a
• 07:02person longer,
• 07:05than than they might like,
• 07:06they'd it's not like an
• 07:07upper outrank.
• 07:09There are definite
• 07:11term limits, however, for the
• 07:12more research intensive
• 07:13tracks.
• 07:15So the clinician scientist
• 07:16track at the assistant professor
• 07:18level, you have six years
• 07:20or what is usually two
• 07:21three year terms
• 07:23to be promoted to associate
• 07:24professor.
• 07:25But then once you're associate
• 07:27professor, there's no restriction on
• 07:28how long,
• 07:30you can stay at that
• 07:31rank before you're reviewed for
• 07:33a professor appointment. Although most
• 07:35people on this track, it's
• 07:36usually,
• 07:37you know, within two terms
• 07:39or less.
• 07:41Likewise for the investigator track,
• 07:43you have six years before
• 07:44you have to be promoted
• 07:45to associate professor.
• 07:47But then there is a
• 07:48time limit at the associate
• 07:49professor rank, of ten years
• 07:52before you have to be
• 07:53reviewed for a promotion,
• 07:55to professor.
• 07:56And then the traditional track
• 07:58has a somewhat different
• 08:00six year limit as assistant
• 08:02professor
• 08:03and that's related to how
• 08:06when you are first promoted
• 08:07to associate professor
• 08:10at Yale, it's still considered
• 08:12a term appointment,
• 08:13and then people have a
• 08:14total of ten years or
• 08:16essentially
• 08:17four years as as a
• 08:19term associate professor before they
• 08:22are reviewed for tenure.
• 08:24And then that review is
• 08:25for tenure as an associate
• 08:26professor.
• 08:28And then once you achieve
• 08:29tenure as an associate professor,
• 08:30there's no time limit on
• 08:32how long,
• 08:33you have until you get
• 08:34to professor. Although,
• 08:36most people on this track,
• 08:38it's usually within a few
• 08:39years that they that they
• 08:40transition.
• 08:43Once you're tenured,
• 08:44you don't,
• 08:46or have a professor appointment
• 08:48on the clinician educator scholar,
• 08:50clinician scientist, or investigator track,
• 08:53you don't have to be
• 08:55reviewed again.
• 08:57The academic clinician track currently,
• 08:59although there's
• 09:00ongoing discussions about this over
• 09:02the years, but for now,
• 09:04it is still considered a
• 09:05term appointment. So professors on
• 09:07the academic clinician track,
• 09:09do have to be reviewed
• 09:10every five years,
• 09:13by their department.
• 09:16These are some of the
• 09:17exceptions to those, typical timelines,
• 09:21that, that people can have.
• 09:22They include caregiver leaves,
• 09:25other kinds of medical or
• 09:26family leaves,
• 09:28COVID. For those of you
• 09:29who've been around for,
• 09:31from COVID onward,
• 09:32you may have an extra
• 09:33year that's been,
• 09:35allowed for you if you
• 09:36need it before going up
• 09:37for promotion.
• 09:39And also there are some
• 09:40adjustments that are made for
• 09:41the for situations where people
• 09:43have a part time status.
• 09:46And and then there's sort
• 09:47of a complicated
• 09:48way of calculating
• 09:50time when you come to
• 09:51Yale from another,
• 09:53institution where you've been on
• 09:54a ladder or tenure track
• 09:56position.
• 09:57You get
• 09:59the the years that you
• 10:00spent at that other institution
• 10:01do count towards your, you
• 10:04know, clock if you're on
• 10:05one of the research intensive
• 10:06tracks.
• 10:07But in general, you're you're
• 10:09given two additional years, you
• 10:11know, to factored into that.
• 10:13We really recommend if if
• 10:14you have come from another
• 10:16institution that you do have
• 10:17a conversation with your faculty
• 10:19affairs,
• 10:21staff or faculty leader,
• 10:23to get clarity about when
• 10:24you absolutely have to go
• 10:26up for your promotion review,
• 10:28if you're on one of
• 10:29the time sensitive tracks.
• 10:32Changing tracks,
• 10:34it used to be that
• 10:35when people were were hired
• 10:37here, they came in as
• 10:38an assistant professor without a
• 10:40track assignment.
• 10:41We moved away from that,
• 10:43I guess, about six or
• 10:44seven years or so ago.
• 10:45So everybody comes in on
• 10:47an assigned track,
• 10:48but there is a process,
• 10:50a fairly, routine one for
• 10:52people to change tracks in
• 10:54terms of a form that
• 10:55needs to be completed.
• 10:57And you can do that
• 10:58at any time during your
• 10:59assistant professorship.
• 11:02As an associate professor, it
• 11:03should be done a year
• 11:05before your,
• 11:07before the end of your
• 11:08current term.
• 11:10Changing tracks doesn't reset the
• 11:12clock on the research intensive
• 11:14track. So for example,
• 11:16if you came in as
• 11:17a clinician educator scholar and
• 11:19we're and were changing to
• 11:20a clinician scientist,
• 11:22you would you would still
• 11:23have to go up for
• 11:24a promotion to associate professor
• 11:26after six years. So if
• 11:28you had been here
• 11:29eight years as an assistant
• 11:31professor on the clinician educator
• 11:32scholar track, you actually could
• 11:34not change tracks to
• 11:37to clinician scientist or or
• 11:39one of the other tracks
• 11:40as well.
• 11:44Just a a quick word
• 11:45about the the reappointment processes.
• 11:49I won't spend a lot
• 11:50of time on this just
• 11:51because there is, some significant
• 11:54departmental variability on
• 11:56how extensive the review process
• 11:58is for here, but it
• 11:59does need to occur,
• 12:01on a a particular cadence,
• 12:04for instructor, lecturer, and most
• 12:06associate research scientist appointments, it's
• 12:09usually an annual
• 12:13reappointment process.
• 12:14For most of these,
• 12:16you know, particularly the,
• 12:18instructor research rank appointments, it's
• 12:20it looks, you know, the
• 12:21contact, the supervisor, the PI
• 12:23to see if there's funding
• 12:24for another year.
• 12:26For assistant professors and for
• 12:28many of the research scientist
• 12:29appointments, it it's, in every
• 12:31three year process.
• 12:33It can be shorter. Sometimes
• 12:35it is, but usually it's
• 12:36for for three years for
• 12:37assistant professors.
• 12:39And then every five years
• 12:40for associate professors, there has
• 12:42to be a review.
• 12:44So there is a fair
• 12:45amount of department variability on
• 12:46this.
• 12:48Some some departments require you
• 12:50to submit a CV and
• 12:52a CV two and they'll
• 12:53look at teaching evaluations
• 12:55and they may have their
• 12:57departmental a and p committee
• 12:59vote on the reappointment.
• 13:01Other departments don't, require as
• 13:04as much in the way
• 13:05of documentations
• 13:06and it's more of a
• 13:07senior leadership review that occurs.
• 13:10And then there's also
• 13:12some variability on how much
• 13:14feedback is provided as a
• 13:15part of the reappointment
• 13:17process.
• 13:19Particularly since the FDAC is
• 13:20in place, usually the feedback
• 13:22is occurring on an annual
• 13:24basis rather than having to
• 13:25wait until you're going up
• 13:26for a reappointment.
• 13:28And then those get forwarded
• 13:30to our office
• 13:32for entry
• 13:33and and confirmation
• 13:36within your within the Workday
• 13:38system, but there is no
• 13:39OAPD,
• 13:40or school committee review for
• 13:42that. There does need to
• 13:44be a kind of a
• 13:45a board of permanent officer
• 13:47approval,
• 13:48for them. But there's no
• 13:49academic review with just if
• 13:51the department support a reappointment,
• 13:53then the school supports the
• 13:54reappointment.
• 13:57So there are various ways
• 13:59of of getting information and
• 14:01and support throughout this process.
• 14:04Jonathan has spent a lot
• 14:05of time in the past
• 14:06several years really building out
• 14:08our website,
• 14:09which has a significant amount
• 14:11of information about this process
• 14:13and he'll walk you through
• 14:14that,
• 14:15in a few minutes.
• 14:17Presentations like this or if
• 14:19you are part of other
• 14:20kinds of career development
• 14:22groups here,
• 14:24we oftentimes go out and
• 14:25do talks to different groups.
• 14:26We'll also do talks to
• 14:28departments about providing information.
• 14:31The Yale faculty handbook is
• 14:33sort of considered the go
• 14:35to source around everything and
• 14:37that has descriptions of all
• 14:39the ranks and the tracks
• 14:40in there. Depending on the
• 14:42the faculty appointments, sometimes there's
• 14:44not a lot of information
• 14:45in there.
• 14:47Partly for that reason, a
• 14:48few years ago, we developed
• 14:50a metrics table that's on
• 14:51our website and Jonathan will
• 14:53probably do a quick stop
• 14:55by that one, provide some
• 14:57information about,
• 14:58different kinds of expectations
• 15:00for the different ladder tracks.
• 15:03Probably the the most important
• 15:05source of information are are
• 15:06gonna be your department,
• 15:09or IBO's faculty affairs staff
• 15:11and your faculty affairs leaders.
• 15:13Most of the clinical departments
• 15:15have
• 15:16deputy chair or vice chairs
• 15:17for faculty affairs and then
• 15:19have a
• 15:22a a a team of,
• 15:22of staff that are working
• 15:24in the faculty affairs office.
• 15:26And then obviously,
• 15:28your chair,
• 15:29your senior PI, if you're
• 15:30more research intensive, your division
• 15:32or section chief.
• 15:35One thing that's been really
• 15:36helpful in terms of people
• 15:38trying to get a sense
• 15:39of when are they ready
• 15:40to go up for promotion
• 15:41is the FDAC is is
• 15:43an opportunity to talk about
• 15:44that,
• 15:46with a more senior,
• 15:48person in your department with
• 15:49regard to readiness and what
• 15:51you should be focusing on
• 15:52or or trying to work
• 15:54on to make you ready
• 15:55for promotion whenever
• 15:57you were going up for
• 15:58that.
• 15:59Just a a few things
• 16:01about what we're sort of
• 16:02looking for when there's promotion
• 16:05reviews, not just our office,
• 16:06but but each of your
• 16:07departments.
• 16:08I'd say one thing that's
• 16:09really important is to have
• 16:11at least one area of
• 16:13of focus. Something that you're
• 16:15really known for can be
• 16:17area of expertise,
• 16:19or recognition
• 16:20that can be in the
• 16:21clinical area, the educational area,
• 16:24or the scientific area, or
• 16:25some combination of that. But
• 16:27but something where you are
• 16:29known locally and increasingly known
• 16:31beyond
• 16:32Yale,
• 16:33for your work in this
• 16:34area.
• 16:36And to be productive
• 16:38in some way
• 16:40and be achieving things in
• 16:42those areas of specialized focus,
• 16:45and, look for opportunities for
• 16:47visibility.
• 16:49So with regard to professional
• 16:52reputation recognition,
• 16:54usually becoming
• 16:55associate professor in most of
• 16:56the tracks requires evidence that
• 16:59of of our kind of
• 17:00regional
• 17:01and, in some cases, emerging
• 17:03national reputation for your area
• 17:05of expertise.
• 17:06And then for professor, the
• 17:08expectation
• 17:08is that you have an
• 17:10established
• 17:11national and and and sometimes
• 17:12even international reputation.
• 17:15So slightly different,
• 17:18expectation
• 17:19for the academic clinician track,
• 17:21and that's really an acknowledgment
• 17:23that, usually these are individuals
• 17:25who are ex have a
• 17:27significant amount of their effort
• 17:28focused on their clinical work
• 17:30here and may not have
• 17:31the same kinds of opportunities
• 17:33to get out, to meetings
• 17:34and conferences and become known.
• 17:37So for that group, it
• 17:39usually is the expectation,
• 17:41for a for associate professor
• 17:43that they are developing a
• 17:44regional expect,
• 17:46reputation
• 17:47and that for professor that
• 17:48that regional,
• 17:50reputation
• 17:51is is firmly in place
• 17:52and usually,
• 17:54there is national or emerging
• 17:56national,
• 17:57reputation
• 17:58for that.
• 18:01And, you know, as you
• 18:02know, in a medical school,
• 18:04particularly like ours,
• 18:07usually, you know, we we
• 18:08have what's called a tripartite
• 18:10mission of clinical,
• 18:12educational,
• 18:12and research.
• 18:14And,
• 18:15really, I'd say no matter
• 18:17which track you're on,
• 18:19promotion is difficult without evidence
• 18:21that supports your achievements,
• 18:23and leadership in one or
• 18:25more of these,
• 18:26three domains.
• 18:28And the five ladder tracks
• 18:30and the non ladder
• 18:31ranks as well differ in
• 18:33whether excellence is needed in
• 18:36one of these, two of
• 18:37these, or all three of
• 18:38these mission areas.
• 18:40And then the relative emphasis
• 18:43that's placed on each of
• 18:44these in term particularly in
• 18:46terms of the timeliness
• 18:47of a promotion review as
• 18:49opposed to someone
• 18:51get being reappointed.
• 18:53So I won't go through
• 18:54all these in great detail,
• 18:55but just these are just
• 18:57some things that I'd say
• 18:58review committees are looking for
• 19:01in each of the three
• 19:02mission areas.
• 19:04So substantive
• 19:06involvement
• 19:07in the clinical mission is
• 19:08obviously essential
• 19:10for faculty around the academic
• 19:12clinician or clinician educator scholar
• 19:14track.
• 19:15And I'd say being out
• 19:17standing in this area is
• 19:18really an important consideration,
• 19:20in the promotion process.
• 19:22And these are just some
• 19:23some things that,
• 19:25promote, appointment or promotion groups
• 19:27are looking for.
• 19:29So, you know, being an
• 19:30excellent clinician is definitely important
• 19:32on the clinician scientist
• 19:33track and and and on
• 19:35the traditional track as well
• 19:37if you have patient care
• 19:38responsibilities.
• 19:39But I would say in
• 19:40the promotion review process, it
• 19:42doesn't get
• 19:43quite the same level of
• 19:44emphasis,
• 19:46as one science does.
• 19:49And in comparison, the academic
• 19:51clinician and clinician educator scholar,
• 19:53this is really a a
• 19:55a very significant focus.
• 19:57Investigator track faculty,
• 19:59aren't aren't expected to be
• 20:01doing clinical work and if
• 20:03they are, they they may
• 20:04it's possible they're on the
• 20:05wrong track.
• 20:08Education
• 20:08is,
• 20:09it's really important, I'd say,
• 20:11for all all of the
• 20:12tracks.
• 20:13Substantive involvement in teaching and
• 20:15training of students, residents, or
• 20:17fellows is as it's is
• 20:19particularly essential on the clinician
• 20:21educator scholar,
• 20:23clinician scientist, and traditional track.
• 20:26And, you know, usually that's
• 20:27a blend of, you know,
• 20:29didactic teaching and clinical supervision
• 20:32or bedside teaching.
• 20:35Faculty that are on the
• 20:36academic clinician track also usually
• 20:38do a fair amount of
• 20:39education and that's something that's
• 20:42kind of evolved about the
• 20:43track,
• 20:44both
• 20:45clinical teaching and didactic teaching,
• 20:48but with the caveat that
• 20:50they they are only expected
• 20:52to be doing that if
• 20:53there are Yale trainees,
• 20:55at their practice location. So
• 20:57if you if you are
• 20:58on the academic clinician track
• 20:59and you're in New Haven,
• 21:01the promotion committees are definitely
• 21:03looking for you to be
• 21:04involved in education and to
• 21:06being an excellent teacher.
• 21:08If you're in, you know,
• 21:10some of the other hospital
• 21:11or ambulatory care settings where
• 21:13there are no Yale trainees,
• 21:15it's it doesn't get hold
• 21:17held against you.
• 21:19And then,
• 21:20lastly, indicators
• 21:21of scientists reputation.
• 21:25This is really sort of,
• 21:26for the it's particularly for
• 21:27the clinician scientist
• 21:29investigator and traditional track
• 21:31where the review committees are
• 21:33looking for
• 21:34evidence of funded research activities,
• 21:37strong peer reviewed publications,
• 21:39and really highly selected journals.
• 21:43You know, in most departments,
• 21:44you know, getting to associate
• 21:46professor on one of these
• 21:47tracks, there's an expectation that
• 21:49you're a PI on a
• 21:51significant award
• 21:53and that getting to to
• 21:55professor,
• 21:56that there is a track
• 21:57record
• 21:57of that. And obviously, publications,
• 22:00invited talks,
• 22:02usually with going,
• 22:04to particularly to professor, there's
• 22:06looking for evidence of scientific
• 22:08leadership either at an editorial
• 22:10level or study sections at
• 22:12NIH or or other review
• 22:14groups.
• 22:17Questions sometimes come up about
• 22:19sort of differences between,
• 22:21the research intensive tracks.
• 22:24I would say that they
• 22:25are similar in that,
• 22:28most faculty
• 22:30have significant support for their
• 22:32research effort,
• 22:33and they are, you know,
• 22:34considered some of the top
• 22:36scientists,
• 22:37you know, in the country,
• 22:39particularly as they get to
• 22:40professor level.
• 22:41There's a high priority on
• 22:43first and last author,
• 22:44peer reviewed publications,
• 22:47in developing independence for mentors,
• 22:50you know, and other forms
• 22:51of external
• 22:52recognition.
• 22:54The they tend to be
• 22:55differentiated based on a number
• 22:57of factors,
• 22:58one of which being sort
• 22:59of the extent of the
• 23:00clinical or in the educational
• 23:02activities.
• 23:04Sometimes they're differentiated
• 23:06based on the type of
• 23:08research that's being done with
• 23:09sort of the basic science
• 23:11or translational
• 23:12research faculty,
• 23:14tending to be more on
• 23:15the traditional track,
• 23:17whereas the clinically,
• 23:19re clinical researchers tend to
• 23:20be more on the clinician
• 23:21scientist track.
• 23:23Investigators
• 23:24oftentimes are
• 23:26are more involved in sort
• 23:27of collaborative or team science.
• 23:30And there's also some differences
• 23:31usually in the sources of
• 23:33funding and, institutional
• 23:35commitments,
• 23:36that are made to the
• 23:37to the faculty.
• 23:38And there's also just some
• 23:40departmental
• 23:43mentions in terms of who
• 23:45goes on the traditional track
• 23:46versus the clinician
• 23:47scientist track. I'd say the
• 23:49one that we see most
• 23:50often within the school review,
• 23:52committees is usually there are
• 23:53differences in where people's most
• 23:56important publications are landing,
• 23:58with the traditional track faculty
• 24:00sometimes having fewer publications, but
• 24:03they are appearing in some
• 24:05of the highest impact general
• 24:06science or general medicine journals.
• 24:09Clinician scientists usually
• 24:11and and investigator are usually
• 24:13appearing more on the top
• 24:14specialty journals, but that's,
• 24:17that's just something we we
• 24:18could say we generally see.
• 24:22And then the differences between
• 24:23the academic clinician track and
• 24:25the clinician educator scholar track,
• 24:27I would say that if
• 24:29if you are
• 24:30working,
• 24:31kind of a distance away
• 24:33from New Haven
• 24:35where you're not expected to
• 24:36be doing
• 24:37much in the way of
• 24:38teaching, then that is a
• 24:40differentiator.
• 24:41But if you're located in
• 24:43New Haven or West Haven,
• 24:45the differences between the academic
• 24:47clinician track and the clinician
• 24:48educator scholar track really boil
• 24:50down to whether there are
• 24:52scholarship expectations.
• 24:54It doesn't mean that if
• 24:55you're on the academic clinician
• 24:57track, you can't do scholarship.
• 24:59In fact, most of
• 25:01the faculty who are getting
• 25:02promoted on this track are
• 25:03involved in in some way,
• 25:05with scholarship.
• 25:07It's just usually they're not
• 25:08leading the the research,
• 25:10projects. They're usually not funded
• 25:12to be doing research, but
• 25:13they enjoy doing it.
• 25:15But it's really an important
• 25:17consideration
• 25:18on the clinician educator scholar
• 25:19track.
• 25:21And so oftentimes the the
• 25:23number of publications that we
• 25:24see for people going up
• 25:26on the clinician educator scholar
• 25:28is is fairly similar to
• 25:30someone going up on the
• 25:31clinician scientist
• 25:32track.
• 25:33One difference is that it's
• 25:35usually a wider range of
• 25:37scholarship
• 25:38that is,
• 25:39really reviewed for someone who's
• 25:41on the clinician educator scholar
• 25:42track. It's not just peer
• 25:44reviewed journal articles, although those
• 25:46are still very important,
• 25:48but it's other kinds of
• 25:49contributions
• 25:50in terms of educational
• 25:52scholarship,
• 25:53you know, things that are
• 25:54peer reviewed,
• 25:56editorials,
• 25:57chapters,
• 25:58any anything that has really
• 26:00been developed as a product
• 26:02that's getting disseminated,
• 26:04beyond Yale,
• 26:05that actually exists in some
• 26:08format, whether it's in print
• 26:10or a recording on a
• 26:11professional organization website or a
• 26:13curriculum that that exists
• 26:16and is accessible,
• 26:17by other schools,
• 26:20can count as scholarship.
• 26:23I'm gonna skip over this
• 26:24one. This is just as
• 26:26just to and this is
• 26:27also on the website, but
• 26:28this is just an example
• 26:30of what goes out to,
• 26:32people who are evaluating your
• 26:34your promotion,
• 26:36externally from Yale.
• 26:38And this is just kind
• 26:39of how we, lay out
• 26:40things for someone who's going
• 26:42out for professor on a
• 26:43clinician educator scholarship.
• 26:45You can see we ask
• 26:46referees to comment on scholarship,
• 26:48your your clinical excellence, your
• 26:50teaching, administration,
• 26:51and and professionalism,
• 26:53but we have we have
• 26:54samples of these on the
• 26:55on the website as well.
• 26:57So just sort of overview
• 26:59of the promotion process.
• 27:03You know, this is the
• 27:04time of year where I'd
• 27:05say most departments
• 27:06are are actively involve,
• 27:09involved in reviewing promotions that
• 27:12would be effective for July
• 27:13one two thousand and sixteen.
• 27:17At the at the same
• 27:18time as there there
• 27:19many of them are starting
• 27:20to even think about like
• 27:22who's gonna be up for
• 27:23the following year.
• 27:25Usually, we expect that kind
• 27:27of process to begin,
• 27:29no later than the summer
• 27:30where the department
• 27:32with the chair and their
• 27:33vice chairs
• 27:34start assembling a list of
• 27:36people who might be reviewed
• 27:37for reappointment or promotion,
• 27:39for the following year.
• 27:41And then, in the fall,
• 27:43usually expectation
• 27:45is that your materials will
• 27:47be submitted
• 27:48into the department
• 27:50for review. And usually it's
• 27:52at that point where your
• 27:54the department will make a
• 27:55decision on whether to go
• 27:57out, for letters of evaluation.
• 28:00And then, it's just a
• 28:02matter of the department's waiting,
• 28:04for those letters or or
• 28:06for professor abuse. It's the
• 28:07school waiting for letters to
• 28:09come back,
• 28:11so that the, department can
• 28:13vote and then it moves
• 28:14to one of our school
• 28:15committees. So we are,
• 28:17just our our committees are
• 28:18really starting to shift into
• 28:20high gear,
• 28:21for,
• 28:22people whose
• 28:23promotions would be effective July
• 28:25one two thousand and sixteen.
• 28:30In terms of the departmental
• 28:32review process, there there is
• 28:34variability
• 28:35on this,
• 28:36but,
• 28:37this is just,
• 28:39something that we sort of
• 28:40suggest,
• 28:41that people,
• 28:43you know, kind of inquire
• 28:45about either during their their
• 28:47FDAC meetings or if they
• 28:48have a periodic meeting with
• 28:50their section chief or their
• 28:51chair
• 28:52is to just get a
• 28:53sense of how your department
• 28:56manages its internal review process.
• 29:00Usually
• 29:00it is
• 29:03a a section chief or
• 29:04division chief or maybe a
• 29:06vice chair who is involved
• 29:07in overseeing
• 29:09who's up for promotion
• 29:10and there will be a
• 29:12discussion about, you know, people
• 29:14getting their documents together.
• 29:17The departments will consult with
• 29:19us when they are there
• 29:20are cases where they're they're
• 29:22not sure if the person
• 29:23is ready or not.
• 29:25And then your department
• 29:27will do an initial vote
• 29:28usually in the fall, sometimes
• 29:30just over the summer on
• 29:31whether to solicit letters of
• 29:33evaluation.
• 29:34And once they get those
• 29:35back, we can move forward
• 29:37with those.
• 29:38Once your department votes,
• 29:40it moves on to, one
• 29:42of our central committees.
• 29:44Associate professor reviews are reviewed
• 29:46by,
• 29:47one of two committees that
• 29:49we have for,
• 29:50for what are called term
• 29:51appointments and promotions.
• 29:54The basic science departments has
• 29:56its own separate
• 29:58review for associate professors with
• 30:00tenure,
• 30:01and then we have a
• 30:02senior appointments and promotions review.
• 30:05And then our office does
• 30:07reviews for the research rank
• 30:09faculty, adjunct, and voluntary
• 30:12faculty. And then once that's
• 30:13done, goes to a board
• 30:15of permanent officers
• 30:16for review.
• 30:18And then this is just
• 30:19sort of a a slide
• 30:20to show what Jonathan and
• 30:22I are gonna try to
• 30:22cover in the next couple
• 30:23of months.
• 30:25Next in in two weeks,
• 30:27Jonathan's gonna be doing a
• 30:29presentation on CV, then I'll
• 30:31do CV part two.
• 30:33I'll do letters of evaluation.
• 30:35Jonathan, I think you do
• 30:36teaching evaluations.
• 30:37And so over a couple
• 30:39of months, we'll walk through
• 30:40these documents. So
• 30:41I'm going to pass it
• 30:42on to Jonathan,
• 30:45and then we'll have time
• 30:45for questions.
• 30:50Thanks. Just getting it up
• 30:52here.
• 31:00Alright. Well,
• 31:02thank you so much, Sam.
• 31:03Great overview of things.
• 31:05And for everyone who feels
• 31:06like that's been a lot
• 31:07of information, it is. It's
• 31:08great information, and Sam really
• 31:10kind of helps break it
• 31:11down so that it
• 31:14kind of fits into where,
• 31:15you know, where you should
• 31:16have expectations,
• 31:17what you should be knowing.
• 31:19But often it raises the
• 31:21question of that was a
• 31:22lot of information. I might
• 31:24not need it at the
• 31:25moment. Where am I gonna
• 31:26get it when I need
• 31:27it? And
• 31:28we hope to to give
• 31:29kind of the awareness of
• 31:31it all here, but we
• 31:32put a lot of work,
• 31:33as Sam mentioned, into the
• 31:34website so that it's very
• 31:35easily accessible,
• 31:37with questions as they arise
• 31:39and as you need the
• 31:40information.
• 31:41So
• 31:43I have appear on the
• 31:43screen kind of our home
• 31:44page of any computer and
• 31:47almost any browser that I've
• 31:48ever tried. If you just
• 31:49type in the LOAPD,
• 31:51the top link will be
• 31:52the link to this web
• 31:53page,
• 31:54which is under the school's
• 31:55web pages
• 31:56and focuses on all the
• 31:58things that we've been talking
• 31:59about.
• 32:00So I I wanna just
• 32:01give you a sense of
• 32:02the architecture of the website.
• 32:04The
• 32:05first tab,
• 32:07people and committees, it includes,
• 32:10the different committees that Sam
• 32:11just spoke about, who's on
• 32:13them, and a little background
• 32:14information about the different committees.
• 32:16Usually, people aren't
• 32:17too in the details of
• 32:19that.
• 32:20In terms of the OAPD
• 32:21office team,
• 32:23Sam and I have our
• 32:24contact information. The staff is
• 32:26there as well.
• 32:27Usually, we encourage going into
• 32:29the departments first because as
• 32:30Sam mentioned, certain processes
• 32:33are
• 32:34departmental
• 32:36managed and focused.
• 32:37But we're always certainly available
• 32:39to answer any questions. Please
• 32:40feel free to reach out
• 32:41to me at any time.
• 32:43I'm sure anybody in the
• 32:44office would share that thought.
• 32:45We're happy to either
• 32:47answer, meet, or set you
• 32:49up with the directions of
• 32:50where we think, information will
• 32:51be best obtained.
• 32:54Academic affairs is what I'm
• 32:55gonna come back to in
• 32:56a moment and and focus
• 32:57our attention for today. But
• 32:59just to briefly mention the
• 33:01other things that we have
• 33:02available on the website,
• 33:04Faculty development
• 33:05includes different development opportunities.
• 33:08It starts out with some
• 33:09information about this,
• 33:12workshop series, including the ones
• 33:13to come. So please check
• 33:15it out. Blast emails are
• 33:17sent out. Sometimes those are
• 33:19easy to get misplaced amongst
• 33:20the many emails we all
• 33:21get. So if ever you
• 33:22wanna come in and check
• 33:23them,
• 33:24that workshop series at this
• 33:26time of year, as Sam
• 33:27pointed out, is really about
• 33:28all the different processes related
• 33:31to the, appointments and promotion.
• 33:33But we flank that on
• 33:35either side of this, portion
• 33:36of the year with resources
• 33:38we really think will be
• 33:39important. We've got some great
• 33:40people coming in who have
• 33:42given talks and will give
• 33:43talks later in the day
• 33:44in the in the year
• 33:45ranging from
• 33:47library resources to Yale ventures
• 33:50to all different types of
• 33:51topics that,
• 33:53really
• 33:54kind of help faculty know
• 33:56what's available to them. Sometimes
• 33:57in a big institution, you
• 33:58always think just if I
• 33:59had the tools,
• 34:01so many tools are here.
• 34:02We wanna make you aware.
• 34:03And then the other portion
• 34:05of our office is the
• 34:06professionalism.
• 34:07They will be giving a
• 34:08talk in one of the
• 34:09upcoming workshops,
• 34:11and very important, but not
• 34:13gonna be our focus for
• 34:14today.
• 34:17So under academic affairs, we
• 34:18have several important parts of,
• 34:20the way we've provided this.
• 34:22One is the,
• 34:24departmental teams. So you might
• 34:26be saying as things are
• 34:27needed and as you have
• 34:28questions, as as I mentioned,
• 34:29that your departments are really
• 34:31usually your first go to
• 34:33place.
• 34:34We have all the departments
• 34:35listed as you go through.
• 34:37The contacts, both
• 34:39the faculty point people, usually
• 34:41vice chairs, different titles that
• 34:43people use in different departments,
• 34:45but also the staff who
• 34:47are available to help in
• 34:48every way and to guide
• 34:49you through this process. So
• 34:51I would encourage you that
• 34:52that's really a good,
• 34:54initial go to step as
• 34:55you have questions even though
• 34:56everyone is certainly available and
• 34:58happy to work with you.
• 35:00We have a section about
• 35:01recent appointments and promotions as
• 35:03people complete the very bottom
• 35:05of that
• 35:06list that Sam had for
• 35:07the different steps as things
• 35:09go through
• 35:10the, board or the corporation
• 35:12of Yale. We put them
• 35:13up to celebrate
• 35:15our recently promoted faculty, so
• 35:17great place to take a
• 35:18look and see.
• 35:22One of the sections that
• 35:23a lot, you know, focus
• 35:25goes to was kinda that
• 35:26whole discussion
• 35:27of what are the differences
• 35:28in terms of the tracks
• 35:30and ranks. And we have
• 35:32the different types of appointments
• 35:34here,
• 35:36going through each one of
• 35:37the tracks,
• 35:38and,
• 35:39the different ranks and positions.
• 35:43And under each one of
• 35:44them, they're set up pretty
• 35:45similar in terms of structure.
• 35:46There's an overview of information.
• 35:49When there's a clock, really
• 35:50tries to help make that
• 35:51very clear. It's a lot
• 35:52of questions about that.
• 35:56And then for each one
• 35:57of the ranks under those,
• 35:58it gives descriptions
• 36:00and some of the mechanical
• 36:02information that may be of
• 36:03help. Okay?
• 36:06One thing Sam referenced is
• 36:07that
• 36:08sometimes as you read kind
• 36:09of the official guidance from
• 36:11faculty
• 36:12handbook and elsewhere, you feel
• 36:14like, gosh.
• 36:15You know,
• 36:16the direct application of that
• 36:18sometimes is a little kind
• 36:19of area to fill between
• 36:20those two bits of information.
• 36:22We've tried to help in
• 36:23terms of filling that a
• 36:24lot.
• 36:25We have something we call
• 36:26the,
• 36:27metrics grid. We click on
• 36:29this here. It goes through
• 36:31each one of the ladder
• 36:33tracks
• 36:34and goes through different aspects
• 36:35of this in terms of,
• 36:38different common clinical scenarios.
• 36:41Sometimes we get questions that
• 36:42are very detailed in terms
• 36:43of looking for numerical answers.
• 36:45How many of this? How
• 36:46many of that? And and
• 36:47and there really are not
• 36:49defined answers on a lot
• 36:50of those things because depending
• 36:51on the impact,
• 36:53depending on the scope of
• 36:54the work,
• 36:56people are very different, and
• 36:57we're dealing with people even
• 36:58within tracks of very variable
• 37:00phenotypes.
• 37:01So we try to capture
• 37:02the breadth of that in
• 37:03this document.
• 37:05And then as you come
• 37:06to the lower portion of
• 37:07it, there is some rank
• 37:09specific information as well.
• 37:13I went in the opposite
• 37:13order of Sam. I I
• 37:14started with the latter tracks.
• 37:15He started with the, research
• 37:17ranks. There is information about
• 37:18the research ranks and the
• 37:19different pathways on it here
• 37:21as well as different types
• 37:22of appointments.
• 37:24So please,
• 37:25take a look.
• 37:27Good to familiarize
• 37:28yourself with it and good
• 37:29to know where to come
• 37:30as you need it. There's
• 37:31some overview information about the
• 37:33appointment, reappointments, and promotions process,
• 37:36very heavily linking back to
• 37:38each one of the tracks.
• 37:40Transfer of track information,
• 37:42if that becomes a consideration,
• 37:44there is some overview information
• 37:45here, and certainly the, department
• 37:48contacts are very important.
• 37:50Comes up, and when it
• 37:52does, you're gonna wanna get
• 37:53information
• 37:54about things like leaves,
• 37:56term extensions,
• 37:58different later phases of, career,
• 38:01processes.
• 38:01That information is here. And
• 38:03then finally,
• 38:05just to set the stage
• 38:06for our future workshops, there's
• 38:08information about the process of
• 38:09documents, the things that Sam
• 38:11pointed out that we'll be
• 38:12going through
• 38:13in the, workshops to come,
• 38:15the timeline that he talked
• 38:17about,
• 38:18things such as the CV,
• 38:20samples of scholarship, teaching evaluations,
• 38:22letters of evaluations,
• 38:24all these different pieces that
• 38:26come together
• 38:27to form
• 38:28the, different points of appointments,
• 38:30promotions, and reappointments.
• 38:32Each one of those, again,
• 38:33heavily cross linked in the
• 38:34track information.
• 38:36I think probably your best
• 38:37overview if you're gonna start
• 38:39with what
• 38:41track you're in,
• 38:42start taking a look there,
• 38:43and that will help jump
• 38:44you over to each of
• 38:45the other pieces.
• 38:46But you can also come
• 38:47to the mall directly as
• 38:49well.
• 38:50So that's really an overview
• 38:51of of where all those
• 38:53pieces are that come together
• 38:55to,
• 38:56form the information
• 38:57that,
• 38:58Sam laid out.