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Faculty Promotion

Updated

PURPOSE / SCOPE:

Provide guidelines for the promotion of faculty.

POLICY:

The faculty promotion evaluation criteria outlined in Section II — Academic Rank Evaluation Criteria are used to determine whether a faculty member should be recommended for promotion in academic rank. Advancement in rank cannot be guaranteed according to any fixed schedule and seniority by itself cannot be the primary reason for promotion to any academic rank. The policies listed herein are recognized as a general guide and as an indication of the various criteria that will be considered in making a decision regarding academic rank and promotion.

Promotion in academic rank assessments is based on the record of accomplishments by the candidate in the following areas:

  1. Teaching

  2. Scholarly activity

  3. Clinical Activities (where applicable)

  4. Service, including leadership and service in support of the institutional mission, the profession and the community

The work of the Academic Appointment & Promotions Committee represents a peer review process, it is reasonable to assume that intangible factors will also carry weight in the final recommendation of the Committee. Examples of such factors include, but are not limited to:

  • Level of responsibility accepted and contributions to the mission, goals and objectives of the faculty member’s Department and to ICOM
  • Quality of the results of the candidate's effort
  • Evidence of a thoughtful and critical approach to work
  • Evidence of originality of thought and innovation
  • Evidence of regional, national and international recognition of talents and expertise
  • A review of the candidate’s collegiality and collaborativeness in carrying out the mission of the college and the work of the faculty

Section I: Determination of Initial Academic Rank for Incoming Faculty

The AAP Committee will periodically review and recommend the criteria to be used to establish the initial rank when hiring new faculty members as outlined in ICOM Policy “Faculty Appointments”.

 

Section II: Academic Rank Evaluation Criteria

Advancement in rank cannot be guaranteed according to any fixed schedule. Seniority by itself cannot be the primary reason for promotion to any academic rank. However, the policies listed herein are recognized as a general guide and as an indication of the various criteria that will be considered in making recommendations in regard to initial appointment in academic rank and promotions.

A.  Introduction — Specific criteria for evaluation include:

  1. Any relevant academic activity and faculty rank at previous professional-level academic institutions

  2. The period of employment by Idaho College of Osteopathic Medicine. In order for the Committee to appropriately assess any candidate’s contribution and performance, it is recommended that any potential candidate should have completed at least one (1) full year of employment within ICOM prior to applying for promotion.

  3. An understanding and acceptance of, and commitment to, the purpose and objectives of ICOM

  4. Quality of performance and quantity of assignments

  5. Evidence of cooperation, positive outlook, and maturity

  6. Demonstrated competence in professional discipline and proficiency as an educator

  7. A record of scholarly accomplishments

  8. Evidence of ongoing professional development

  9. Availability to individual students for advisement and willingness to share in their concerns

  10. Involvement and participation in campus, professional, and community activities.

  11. The use of feedback and evaluation for mindful self-reflection and growth as an academician and in scholarship toward constant and consistent professional improvement.

A. Teaching

The faculty member has the following attributes: ability to express themselves clearly and concisely; ability to make each learning activity an engaging experience; ability to inspire interest and to secure from learners a high degree of individual effort; an appreciation and a respect for learners; an appreciation of learner viewpoints and a sympathetic understanding of their problems; the ability to reflect and respond constructively to evaluative feedback, thus demonstrating professional academic growth, leadership, and independence. Examples of positive teaching contributions include, but are not limited to, the following:

  • Education materials and teaching activities consistent with new knowledge and the application of that knowledge to practice
  • Development of new courses, clinical rotations, residencies, or internships
  • Development of new laboratory or practice exercises
  • Innovative teaching approaches or unique and new teaching aids
  • Innovative grading or testing procedures
  • Positive peer review comments on teaching ability or techniques and responses to formative feedback
  • Formal recognition for quality of teaching activities
  • Effective mentorship for learners in directed study courses or projects
  • Collaboration with other faculty to achieve effective integration of instruction
  • Favorable learner evaluations and responses to formative feedback
  • Service as course director
  • Mentorship of learners obtaining research credit
  • Appropriate reflection on each entry item as described above

B. Scholarly Activities 

The faculty member has both depth and breadth of scholarship, as evidenced by mastery of their area of specialization, and is recognized by a peer group for this level of knowledge and expertise. Examples of scholarship include, but are not limited to, the following:

  • Published results of research in peer-reviewed journals or other professional publications
  • Presented results of research or other scholarly work at professional meetings
  • Published other scholarly work in peer-reviewed journals and other professional publications
  • Submitted research proposals or grant applications to the appropriate intramural and extramural, private or public, agencies or boards
  • Received extramural or intramural funding from activity noted above
  • Awards and/or commendations recognizing scholarly accomplishments
  • Invited to present scholarly activity to peers at other institutions
  • Supervised research or other scholarly projects of learners or residents
  • Research or other scholarly activity cited by others in the discipline
  • Presented seminars within ICOM for the benefit of other faculty and/or learners
  • Specialty certification in area of expertise
  • Created/provided continuing education programs for practitioners
  • Developed and presented certification programs for practitioners
  • Mentoring learners in the research process
  • Conducting and participating in quality improvement projects, including clinical care
  • Appropriate reflection on each entry item as described above

C. Clinical Activities

The Clinical Activities section of the portfolio provides a record of a faculty member's activities that relate to the integration and application of knowledge in the clinical setting, as well as dissemination of best clinical practice. Augmenting the more traditional notion of scholarship (discovery and advancement of knowledge – typically associated with basic, clinical and translational research activities) is the scholarship of integration, application, transformation, and transmission of knowledge into competent, clinical skill application through mentorship and exemplary clinical practice modeling. Examples of clinical activities include, but are not limited to, the following:

  • Providing high quality clinical patient care
  • Establishment and maintenance of a role model clinical practice or the development of an innovative clinical service
  • Service to the health care practice site and/or community, with requisite professional clinical expertise, as invited speaker, committee member, or consultant
  • Direct ICOM-related clinical management/oversight of learner health service activities (e.g. clerkship encounters, traveling clinics, immunization clinics, Grand Rounds, CME events, etc.)
  • Development of special programs that attract referrals and enhance the reputation of ICOM based upon clinical best practice methods
  • Participating in key roles in the development of clinical practice/development of clinical practice guidelines and serving as an exceptional role model in the provision of optimal patient care
  • Development of written, video, audio or computer‐based teaching materials for professional or lay groups specifically targeted for the advancement of patient care
  • Involvement in administrative activities that support and enhance ICOM-based patient care and/or teaching in the educational clinical setting
  • Other contributions to one’s clinical discipline or special area of interest which have promoted excellence in the clinical setting (e.g. creation of methods to evaluate outcomes of care; contributing to improvement of a training program within the clinical unit; introduction of journal clubs or case conferences dedicated to the provision of quality patient care; non-academic editorial responsibilities on medical journal boards)
  • Receipt of formal awards/recognition for excellence in clinical service
  • Any efforts undertaken regarding ongoing self‐evaluation and professional advancement/improvement in relation to clinical skills
  • The number of medical learners/residents that have been supervised/mentored over time, and the quality of those interactions
  • Resident and/or medical learner evaluations of candidate’s teaching/precepting abilities in the clinical setting
  • Appropriate reflection on each entry item as described above

D.  Service

The faculty member promotes the objectives and program of ICOM both internally and externally; participates willingly in faculty and campus activities; works energetically as a departmental member; effectively carries out committee assignments and related responsibilities; demonstrates honesty and integrity in interactions with others; provides effective academic counseling and guidance of learners; participates in the activities of personal professional organizations and the community. Examples of service include, but are not limited to, the following:

  1. Service to ICOM
  • Membership on committees, including leadership roles
  • Service as Course Director
  • Faculty advisor for guidance of individual learners and/or to learner groups
  • Representation of ICOM at regional or national level
  • Awards or commendations for these areas of service
  • Administrative or service duties for ICOM (e.g. prepared special projects and performed special assignments made by the Supervisor, Dean, or other ICOM administrator)
  • Interviewing of applicants for admission to the School
  • Activities to benefit ICOM’s mission not described elsewhere in this section
  • Appropriate reflection on each entry item as described above
  1. Service to the Profession
  • Membership on committees of professional organizations, including leadership roles
  • Officer of a professional organization
  • Review of manuscripts for scholarly publications or organizations
  • Written and/or reviewed grant applications for extramural granting agencies
  • National faculty, or other responsibilities, for the NBOME
  • Question writing/reviewing for other professional organizations (e.g. American Osteopathic Board of Family Physicians) in support of the profession 
  • Evaluating diplomates for board examinations (e.g. oral and/or practical exams)
  • Appropriate reflection on each entry item as described above
  1. Service to the Community
  • Membership on committees/organizations that serve the local community, including leadership roles
  • Consultant to non-ICOM agencies, professional organizations, or industry
  • Military activity
  • Appropriate reflection on each entry item as described above

The process and timeline for the preparation and submission of the  portfolio are outlined in the Faculty Promotion procedure.

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Figure 1: Timeline for the major events and deadlines of the promotion process. Descriptions of the labeled events (A-J) are provided within the corresponding text within the Faculty Promotion procedure document. The arrows demonstrate the communication that should occur between the individuals and entities involved in the process.

Please note: The application timeline includes a single, annual submission period; it is not a rolling application schedule. Promotion applications will be accepted and reviewed once annually. Refer to the above timeline.

 

POLICY OWNER:

Senior Associate Dean of Learning Outcomes and Assessment

 

SUPPORTING DOCUMENTS:

Faculty Appointments Policy

 

BOARD APPROVAL:

Effective: 5/23/23

Last Reviewed: 5/23/23

Review Requirement: 5 Years

 

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