The decision to move forward with a promotion proposal is a joint decision between the mentee and the mentoring committee. This would occur when the faculty member has met mutually defined/agreed upon outcomes (as determined by the mentoring committee and mentee) in conjunction with policies regarding the probationary period. For a candidate with a 100% appointment, the review for promotion to associate professor (CHS) would normally occur between their fifth and sixth year in the rank of assistant professor (CHS). However, if the candidate has demonstrated exception al performance and has met mutually agreed upon criteria as established between the mentoring committee and mentee, early promotion may be considered. The promotion process for full-time faculty to the rank of associate professor (CHS) normally must be comp leted by the end of six years , unless a plan has been approved by DPPD and the School of Pharmacy Executive Committee to extend this by a maximum of two years as described earlier in this document.
Appointment/Promotion to Associate Professor (CHS)
Appointment/promotion to associate professor (CHS) requires the candidate to demonstrate excellence in one area and significant accomplishment in one other (e.g., outreach teaching, business development, LAS, scholarly activity ) with recognition at least at a regional level, but ideally a national level. Progress in all areas of activity will be considered relative to periodic and/or annual reviews as well as promotion. If the candidate’s identified area of excellence and area of significant accomplishment does not include scholarly activity, the candidate must demonstrate some level of commitment to/accomplishments relative to scholarly activity. Candidates promoted to the rank of associate professor (CHS) may be recommended for indefinite appointment status.
The faculty person’s mentoring committee will be responsible for identifying the timeline as well as what materials the faculty person must generate for promotional consideration. The faculty person should be prepared to develop a dossier which includes, at a minimum: CV; statement of philosophy and accomplishments relative to outreach teaching, LAS, and scholarly activity; accomplishments relative to business development; and copies of published abstracts and manuscripts. The dossier will be distributed to a minimum of 4 external reviewers (at a minimum at the associate professor level or higher and/or equivalent if not in academia) requesting review/comments/recommendations relative to promotion. While the mentee may provide suggestions for external reviewers, the mentoring committee should independently identify at least 50% of the external reviewers; final decision of who will serve as external reviewers is the responsibility of the mentoring committee.
Areas of Emphasis
This is teaching focused on Outreach activities, analogous to coordinating a credit – based class; it could also include “traditional” concepts of teaching in a credit and/or non-credit class; criteria upon which productivity ( i.e. , periodic evaluations/promotion) will be based in part on relative outreach teaching loads/productivity in relation to other DPPD faculty, success of outreach teaching endeavors based on student evaluations, sustained efforts, program enrollments, adherence to accreditation guidelines (linked to LAS), and program revenue (linked to business development).
It is expected that all faculty members will have outreach teaching as their primary responsibility.
Examples of excellence in outreach teaching will likely include:
- Development, implementation and evaluation of structured learning experiences for adult learners regardless of method of delivery;
- Serving as an instructor, discussion leader or moderator at continuing education, professional development, or certificate programs;
- Formal courses (professional degree or graduate) as requested by the School of Pharmacy;
- Planning/development of interprofessional continuing education/professional development programs;
- New course development (professional, graduate, or continuing pharmacy education) to include repurposing of existing content;
- Creation of novel or unique outreach teaching methodologies (e.g., webinars, podcasts, “flipped” courses) or tools (e.g., evaluation methods);
- Establishment of a community program or partnership to further health or medical education;
- nvitations to teach at conferences or continuing education /professional development programs;
- Presentation of outreach teaching innovations at national or international educational meetings;
- Appointment to editorial boards of outreach teaching-focused professional journals; and
- Teaching Awards.
DPPD acknowledges that it is indeed an education producing unit with positive revenue requirements and, as such, must focus on business aspects/practices to meet its mission and self-support mandate; this applies to both maintenance of existing programs as well as generation of new programs. With respect to existing programs, it includes but is not limited to: identification of new target audiences; modifying program content to remain relevant; use of alternative delivery systems to repurpose educational programs in new formats; growing enrollment; and increasing program revenue. With respect to new programs, it includes but is not limited to: identifying, nurturing and generation of new business relationships; creating new business opportunities/programs; generation of new audiences; and generation of new program revenue. Business development is not totally separate from the ot her three areas of expected activity ( outreach teaching, LAS, scholarly activity) which indirectly or directly contribute to the educational business model of DPPD. All DPPD faculty are expected to focus on business development throughout all of their activities with a goal of generating sufficient ongoing and new revenue to at least equal their salary plus fringe.)
Examples of excellence in business development will likely include:
- Evidence of sustained efforts to obtain intra-or extramural funding for new programs (e.g., new topics, new audiences);
- Evidence of obtaining intra-or extramural funding for existing/ongoing programs;
- Maximizing use of program content through successful repurposing;
- Growth in registrations and program revenue for existing programs;
- Creation of programming partnerships with professional organizations or companies;
- Creation of technology alliances with companies providing services for innovative educational programming; and
- Sustained contributions, through program revenue, in contributing to DPPD budget goals.
LEADERSHIP IN ADMINISTRATION, SERVICE (LAS)
This category recognizes that extra efforts are required to meet expectations/achieve excellence in other activity areas, particularly as they relate to outreach teaching. Specifically, this would include individual program budgeting and fulfilling accreditation requirements. It should be noted that committee membership, professional service and administrative duties are expected of all faculty, and routine activities in this area do not meet the criteria for “exceptional leadership” as a basis for promotion.
Examples of excellence in LAS will likely include:
- Activities related to ACPE accreditation;
- General activities related to helping DPPD achieve its overall mission/goals;
- Budgeting related to individual programs/activities ;
- Serving as a referee/reviewer for journals within one’s discipline ;
- Leadership roles in professional (pharmacy, academic, scientific or clinical) service organizations;
- Leadership roles in School of Pharmacy or university committees;
- Professional leadership in local, state, regional, or national service or governmental units ;
- Appointments or election to an office in regional, or national pharmacy and health care/scientific societies or advisory boards;
- The creation or development of a program deemed critical by the School of Pharmacy;
- Presentation of leadership innovations at national or international educational meetings;
- Being first or senior author on peer-reviewed articles related to academic administration or program development; and
- Representing DPPD in leadership roles such as:
- Professional activities
- Editorial activities (separate from outreach teaching or instructional responsibilities)
- Review of journal articles and grant applications by others
- Chair or membership of committees of state or national societies
- Invited lectureships
- Government ( e.g., local, state and federal)
- Participation in school, all-university activities (e.g., meetings, seminars, committees
This includes contributing to the field of adult education principles, technology and administration by identifying an area in adult education/CE/professional development for exploration and with subsequent dissemination of information/lessons learned through presentations, abstracts, and publication in a peer reviewed journal. Scholarly activity is also generated from the application of outreach scholarship as defined earlier in this document. While it is an expectation of all DPPD faculty, there will be no specific criteria regarding the number of publications, presentations, abstracts and/or outcomes from the application of outreach scholarship per specified time-period. However, promotion will require evidence of sustained outcomes in scholarly activity.
Examples of excellence in scholarly activity will likely include:
- Being first or corresponding author on peer-reviewed articles related to outreach teaching, adult education related areas;
- Evaluation of outreach programming strengths/weakness and application to future offerings;
- Identification, justification and delivery of programs using new technologies for reaching learners through distance education;
- Identification, justification and implementation of new outreach teaching techniques to improve live programs;
- Formalized identification of adult learner needs;
- Dissemination of outreach activity outcomes through program proceedings, presentation of posters and/or publication of abstracts, journal articles, monographs, chapters or books;
- Presentation of research at pharmacy/medical/scientific meetings or health-care institutions;
- Program outcomes associated with the application of outreach scholarship;
- Serving as a referee/reviewer for journals within one’s discipline; and
- Appointment to editorial boards of peer-reviewed professional/scientific journals.