C. Review of Clinical Faculty
Promotion through the ranks from Assistant Clinical Professor to Clinical Professor is in recognition of the accomplishments of the faculty member being considered. All Clinical faculty members in the College are encouraged to move through the academic ranks to achieve the status of Clinical Professor.
1. Pre-Promotion Review
In addition to annual evaluations, clinical track faculty planning on applying for promotion should request a pre-promotion review. Depending on the terms and conditions of hire and the historical relationship with the College, the timeline may vary. ideally, the review would take place in the fall term, three years prior to applying for promotion. It is noted that individual circumstances may alter the timeline. Congruent with the College’s goal of collaboration and mentorship, the IHS PC will work with the candidate to assist in preparation and guidance for the review. It is the responsibility of the candidate to initiate this process. By the second Monday of September, the candidate will submit to the PC a dossier conforming to the college template.
2. Assistant Clinical Professor to Associate Clinical Professor
Depending on the terms of hire and the standards of the academic unit, promotion from the rank of Assistant Clinical Professor to Associate Clinical Professor will be based on one or more of the following and should be consistent with the workload and defined clinical responsibilities of the faculty member:
- Teaching/Mentorship
A demonstrated record of effectiveness as a teacher/mentor. - Service/Leadership
A record of service including administration to the discipline, the academic unit and, where possible, the unit, College, and/or University and to the public as well as the profession at large. This section may also include leadership such as program coordinator, director, or IHS chair. - Clinical Activities
Evaluation of clinical service according to documented workload. Specifically clinical service should be clearly explained and include performance measures according to supervision, administration, and/or direct patient contact as applicable. If the clinical faculty member mentors students in a clinical manner this should be documented. Discussion of teaching, administrative duties, and research (if applicable as it is not required in IHS) in light of clinical service must be included.
3. Associate Clinical Professor to Clinical Professor
Depending on the terms of hire and the standards of the academic unit, promotion from the rank of Associate Clinical Professor to Clinical Professor will be based on one or more of the following and should be consistent with the workload and defined clinical responsibilities for the faculty member:
- Teaching/Mentorship
Demonstrated continued growth and a cumulative record of mentoring/teaching effectiveness that includes expertise in their content area, integration of pedagogical practices, and/or curriculum development. - Service/Leadership
Demonstrated leadership in service to the unit, College, and/or University and to the public as well as the profession at large. Portions of this leadership should reflect national recognition in the candidate’s profession or area of study. This section may also include leadership such as program coordinator, director, or IHS chair. - Clinical Activities
Evaluation of clinical service according to documented workload. Specifically clinical service should be clearly explained and include performance measures according to supervision, administration, and/or direct patient contact as applicable. If the clinical faculty member mentors student in a clinical manner this should be documented. Discussion of teaching, administrative duties, and research (if applicable as it is not required in IHS) in light of clinical service must be included.
Continued growth in all areas is expected from the time of appointment to Clinical Associate Professor. National or international recognition of the candidate’s work in teaching, research, clinical mentoring or direct patient
care, and/or service is an expectation for promotion.
lf significant but unrecognized administrative duties prohibit continued growth in any of the areas, the PC may consider the circumstances as long as documentation is provided. For example, if the clinical faculty member is chair of IHS or program director.