Academic Promotion
In the process of academic promotion in a medical school, faculty members must demonstrate excellence in teaching, scholarly activity, and service. The criteria for promotion include meritorious achievements, sustained productivity in research or practice, and active participation in the institution's mission. Various faculty pathways are outlined, each with specific requirements and expectations for promotion consideration.
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Academic Promotion Annette Reboli, MD, Dean, CMSRU John Baxter, MD, Chair, CMSRU A&P Committee Anne Peatman, MBA, Director, Faculty Affairs
Rationale for Promotion A reward for accomplishments A recognition of stature Keeps the faculty member competitive Advances the interests of the institution
A fully engaged member of the medical school community recognized for promotion is one who demonstrates teaching effectiveness, engages in scholarly activity, performs clinical service (if applicable), and actively participates in service to the medical school, hospital, the university community and to the wider and professional community.
General Points Academic promotions are subject to full review and approval Promotion is based on meritorious achievements over and above mere competency Time in rank is not a sufficient criterion for promotion
General Points It is expected that every member of the faculty will participate in the medical school s mission All faculty will contribute to service to the school Outstanding service is not sufficient as the sole basis for promotion Scholarly activity can take place in clinical, teaching/education, or research areas
Four Faculty Pathways Academic (BMS & Clinicians) Basic scientists and clinicians who dedicate time to basic, translational, or clinical research. Scholarship in form of peer-reviewed publications required at an appropriate level of output for the rank being sought. Sustained productivity in research/scholarship (e.g. publications, external funding, invited lectures, etc.) expected. Scholarship of Practice & Teaching (SPT) (Clinician only) Clinicians who dedicate their effort to teaching, clinical care and program development of students, residents, and/or fellows. Candidates expected to identify an area of expertise and show demonstrated excellence and impact within area of expertise commensurate with the rank being sought. Scholarly productivity not required but encouraged. Non-Tenure Teaching Professors (BMS) Pathway is for Rowan-employed basic scientists who dedicate their faculty effort in areas of teaching, education and service to Rowan University and CMSRU. Affiliate (Allied Health) Pathway for allied health professionals with a defined role in education at CMSRU.
Clinical Faculty Non-Tenure / Coterminous Faculty whose principal duties are involved with teaching and either clinical service, patient care, or research that is not sufficient to fulfill the requirements of the Tenure Track will be placed on the Non-Tenure Track. Faculty employed by Cooper University Health Care at full academic rank on the non-tenure track are considered coterminous. Faculty appointment is dependent on employment at CUHC.
Time in Rank Clinical Faculty Instructor 1-2 years Assistant Professor 7-10 years (at least 5 years at time of application) Associate Professor 7-10 years (at least 5 years at time of application) Professor
Pathways Academic Pathway BMS & Clinical Faculty Or Scholarship of Practice & Teaching Pathway (SPT) Clinical only
Academic Pathway Biomedical Sciences (Rowan Employed) Clinicians (CUHC coterminous) Tenure Status Tenured (BMS) Tenure Track (BMS) Non-Tenure (Clinical) Ranks Instructor of Department Assistant Professor of Department Associate Professor of Department Professor of Department
Scholarship of Practice & Teaching Pathway (SPT) Clinicians (CUHC coterminous) Status Non-Tenure Ranks Assistant Professor of Clinical (Department) Associate Professor of Clinical (Department) Professor of Clinical (Department)
Academic Pathway Ranks Instructor Assistant Professor Associate Professor Professor i. Lecturer
Domains of Faculty Development Teaching (Education) Research/Scholarly Activity Service to CMSRU, the hospital, Rowan University, the community, professional or discipline related organizations Clinical Service
Teaching Distinguished participation in student, resident, fellow and/or peer teaching programs Leadership in student, resident, fellow and/or peer teaching programs Development of innovative teaching and educational materials and/or programs Invited speaker at educational programs and Grand Rounds
Scholarly Activity Publications in peer reviewed journals Authorship of books, book chapters, monographs Participation as a principal investigator or co- investigator in peer-reviewed, grant supported research (investigator initiated or cooperative group, clinical, translational, or basic research)
Scholarly Products Cumulative Data Promotion to Assistant Professor 2018-2023: 18 promotions 2018-2023 Average number of scholarly products = 6 Promotion to Associate Professor 2018-2023: 42 promotions 2018-2023 Average number of scholarly products = 25 Promotion to Professor 2018-2023: 14 promotions 2018-2023 Average number of scholarly products: 46 3 promotions *Committee will expect to see current publication activity within the past five years*
Other Scholarly Activity Development of innovative teaching and educational curriculum, materials or programs with significant local, regional, or national impact Mentoring students, residents, fellows, and junior faculty in scholarly activity Membership on scientific review boards Membership in scientific societies Leadership role in regional or national meetings and societies Service a as peer-reviewer/editor for clinical and scientific journals Participation as a reviewer for granting agencies (including foundations and the NIH)
Service Contributions by faculty to the medical school, university, CUHC, and wider community Examples of service include: CMSRU standing committee or subcommittee membership Capstone mentor for medical student scholarly project Medical student & resident advising Blinded interviews CUHC educational, QI, or leadership committees Community volunteerism Local boards or organizations, national committees
Clinical Performance Record of high-quality patient care and establishment of a productive clinical practice in an academic setting Record of support for clinical service, demonstration projects, and clinical research endeavors Development of innovative treatments, systems of healthcare delivery, or clinical programs Membership in scholarly clinical societies Leadership role in regional or national meetings and clinical societies Participation in regional national, or international professional meetings Establishment of a referral based clinical practice Participation as a Board Examiner for recognized certification programs Demonstrated effectiveness as a clinical mentor
Assistant Professor of (Department) Board certification Excellence in training, teaching, and advising of undergraduate, medical and graduate students, residents Evidence of scholarly activity (abstracts acceptable) Consistent contributions to the education of students Evidence of professional development activities
Associate Professor of (Department) Excellence in 2 of the domains and satisfactory in the others Documented excellence in education, including directorship or development of major courses and electives; sustained excellence in educating medical students, residents and colleagues and mentoring; Scholarship, including publication, preferably as first or last or corresponding author, of original substantive work in peer-reviewed journals; Reputation, including leadership in local or regional scientific affairs; Emerging regional/national/international reputation for scholarly activity and/or research accomplishments supported by letters from external referees. Service to the medical school, hospital, community and professional organizations
Professor of (Department) Excellence in 2 of the domains and above average in the others Excellence in education, including directorship or development of major courses and electives; sustained excellence in training medical students, residents, ..and colleagues; mentorship, ..formal awards, peer review, local, regional, national, and international invited lectures. Mentoring. Excellence in research, including independent and original investigation recognized by peers and by external funding; Scholarship, including publication as first or last author, of original substantive work in peer-reviewed journals (should include recent scholarly activity within the last 5 years); Reputation, including national and international recognition for research contributions, service on study sections, editorial boards, named lectureships, leadership in professional societies and governing boards.
Professor of (Department) Clinical faculty applying for promotion to the rank of Professor in the traditional pathway early in their eligibility period (less than customary time in rank [>5 and < 7 years] ) as an Associate Professor at time of application should have demonstrated exceptional achievements as evidenced by meeting at least one of the below listed criteria. The candidate must document the significance of these accomplishments in their Summary of Accomplishments and their Department Chair must provide justification for promotion early in their eligibility period in the nomination letter. A number of high impact factor journal publications, as first or last author, and total publications that exceed the historical average number of faculty scholarly products for promotion to Professor at CMSRU.
Professor of (Department) Early in Eligibility Period Cont. A significant number and/or amount of extramural funding grants as principal investigator. Major research accomplishments beyond that which has been historically normative in a promotion packet for Professor at CMSRU. Major contributions within the field of specialty leading to change in the practice of medicine. National/international reputation in their field as demonstrated by leadership positions in national/international organizations, visiting professorships, editorial positions for major journals in their field (including appointment to the editorial board of the journal), membership on national/international grant review panels, and similar activities at the national/international level. Extraordinary contributions to the field of medical education, as evidenced by educational leadership activities within CMSRU/CUHC and at the national/international level.
Accelerated Promotion Clinical faculty applying for accelerated promotion to the rank of Associate Professor or Professor in the traditional pathway, prior to completion of five years at current rank at time of application should have demonstrated exceptional achievements as evidenced by meeting at least two of the previously listed criteria. Accelerated promotion is not available for candidates on the Scholarship of Practice and Teaching (SPT) Pathway.
Scholarship of Practice and Teaching (SPT) Pathway Ranks Assistant Professor of Clinical (Department) Associate Professor of Clinical (Department) Professor of Clinical (Department)
Scholarship of Practice and Teaching Pathway for Clinical Faculty Rationale For faculty whose primary activity is clinical medicine and teaching Demonstrated excellence and impact in clinical area Publications are not required but scholarship is encouraged Title Clinical prefix before discipline Example: Assistant Professor of Clinical Medicine Criteria Expertise and leadership in clinical field Local, regional, national reputation Local, regional, national impact
Scholarship of Practice & Teaching Pathway (SPT) Note that this pathway is not an easier route to promotion. Promotion will require presentation of evidence by the clinical faculty of excellence and impact in their respective clinical area. Applicants in this pathway should have an area of special expertise in their clinical practice, clinical teaching, or in clinical community service. The faculty candidate should provide a robust description of their area of expertise (intervention, outcome, and impact, if feasible) in their application.
Scholarship of Practice & Teaching Pathway (SPT) Identified Area of Expertise Evidence by the clinical faculty of an area of special expertise in clinical practice, education and teaching, and/or service to the wider medical education or professional community. Clinical program development Innovative medical treatments/procedures Leadership in medical education/teaching programs at CMSRU/CUHC High impact community service and leadership within their field and/or medical education Leading or substantive participation in local, regional, national committees related to education Diversity, Equity and Inclusion (DEI) Quality and Safety Health Policy
Scholarship of Practice & Teaching Pathway Examples of Demonstrated Clinical Excellence/Impact/Reputation: Develop a better or unique method or technique for a clinical procedure that becomes a new standard in the clinical discipline or a new program for clinical practice. Development of new medical services, technologies, or algorithms in area of clinical expertise. Develop a new clinical program or clinical care model in field of expertise that becomes a new standard in the clinical discipline and/or a new ongoing program for clinical practice at CUHC in which clinical colleagues or trainees are educated. Such programs could be designated as a Center of Excellence and/or receive service grant funding from state, federal, or other sources. Establish or exhibit notable leadership or outstanding administration of a clinical program/service, division, or department. Outcomes research resulting in significant impact locally or in field of expertise Recognition of excellence by receipt of a prestigious award for clinical practice or patient care. Develop and implement a novel clinical quality improvement plan that addresses disparities in health equity and significantly impacts clinical care or health outcomes.
Scholarship of Practice & Teaching Pathway Examples of Demonstrated Educational Excellence/Impact/Reputation: Institutional leadership roles in teaching and educational programs such as medical student course director or residency program director. Develop a new clinical course/curriculum at CMSRU on an emerging area of medicine with demonstrated positive impact on learners. Implementation of novel teaching methodologies or innovative application of existing teaching methods (e.g. simulation or use of artificial intelligence). Development of new curricula, course syllabi, web-based and clinical teaching materials, new instructional techniques impacting education or training. Development of a new educational program, such as initiation of a new graduate medical education program. Teaching recognition and/or awards. Mentoring of learners, trainees, or colleagues with evidence of impact. Active role in medical education at regional/national level (question writer, oral board examiner). Development of new curricula, course syllabi, web-based clinical teaching materials or new instructional techniques that focuses to reduce systemic racism in medicine or improve health equity.
Scholarship of Practice & Teaching Pathway Examples of Demonstrated Service Excellence/Impact/Reputation: Leadership or significant involvement in local mentoring programs, particularly outreach programs in the institution or community related to inclusion, diversity, and health equity. CMSRU/CUHC or Rowan committee leadership (e.g. committee chair, vice chair) or membership. Major participation in regional or national program accreditations and outcomes (e.g. accreditation site visit lead). Leadership in a medical professional organization, specialty society, healthcare advocacy group, and community health organization. Participation or leadership in global health initiatives that may involve volunteer efforts or missionary work in underserved areas. Serve as a trusted resource or medical advisor to organizations delivering volunteer medical service over a long period within the local community. Creation of initiatives to expand or implement community healthcare programs. Judge or mentor in science fairs, judge or mentor in student presentations. Mentorship of undergraduate students considering a career in medicine. Participation or leadership as faculty liaison for student-initiated organizations related to community or specialty initiatives (e.g. student run clinics for underserved populations, student interest groups, etc.)
Scholarship of Practice & Teaching Pathway (SPT) Promotion to Professor of (Clinical) Department To achieve promotion from Associate Professor to Professor, medical school faculty must demonstrate excellence in all domains of medical faculty development. The four domains of faculty development are: Clinical Service; Education formal, small-group leadership and/or clinical teaching; Scholarly Activity identified area of special expertise; and Service to the medical school, the hospital (if applicable), the university, the community and professional or discipline related organizations, and reputation.
Promotion Calendar Clinical Faculty August 1: Faculty with the intent to apply for promotion indicate their intent in writing to the Departmental Chair and the CMSRU Dean. September 15: Faculty submit 3 names of letter writers (at appropriate rank) to departmental A&P Coordinator. All letters of recommendation requested by the Departmental Chair/Head. October 1-15: Faculty submit required forms, teaching dossier and portfolio binder to departmental A&P Coordinator. November: Departmental A&P Committees review all faculty submissions and vote. November 15-November 30: Electronic vote by all department Associate Professors & Professors
Clinical Calendar Continued December 1: Departmental committee concludes work. Documents are submitted to the CMSRU Advisory Committee on Appointments and Promotions. April 1: The CMSRU Advisory Committee on Appointments and Promotions concludes work and transmits recommendations to the CMSRU Dean, who then forwards affirmative action to the President of Rowan University. June: The Board of Trustees of Rowan University acts on promotion recommendations at regularly scheduled meeting. All promotions are effective September 1st
Departmental A&P Committees Anesthesiology Biomedical Sciences Emergency Medicine Medicine OB/GYN Pediatrics Surgery Pathology Family Medicine & Psychiatry Orthopedics & Radiation Oncology Radiology Neurology, Neurosurgery & PM&R
Departmental Contacts Department Departmental Chair/Head Departmental A&P Chair A&P Coordinator Anesthesiology Alann Solina, MD Amanda Burden, MD Evelyn Rodriguez Biomedical Sciences Darren Boehning, PhD Brad Fischer, PhD Paige Devereaux Emergency Medicine Michael Chansky, MD Brigitte Baumann, MD Ramie Hood Family Medicine Bennett Shenker, MD Dina Silverman, PhD Alexandra O Neill Medicine Stephen Trzeciak, MD Perry Weinstock, MD Pat McGahey Neurology Tudor Jovin, MD Amy Colcher, MD Amanda Kinney Neurosurgery Ajith Thomas, MD Amy Colcher, MD Amanda Kinney Ob/Gyn Robin Perry, MD Saiduffin Mama, MD Eileen Boardman Orthopaedic Surgery David Fuller, MD Richard Lackman, MD Stephanie Duffy Pathology Roland Schwarting, MD Xinmin Zhang, MD Kim Persick Pediatrics Michael Goodman, MD Gary Stahl, MD Eileen Boardman Physical Medicine & Rehab Michael Saulino, MD, PhD Amy Colcher, MD Donna Quinlan Psychiatry Anthony Rostain, MD, MA Dina Silverman, PhD Rosy Espinal /Paige Persons Radiation Oncology Anthony Dragun,MD Richard Lackman, MD Patricia French Radiology (Diagnostic Imaging) Ron Gefen, MD Pauline Germaine Tisha Banks Surgery Frank Spitz, MD Steven Ross, MD Paula Marques
CMSRU Advisory Committee on Appointments and Promotions Advisory to the Dean Appointments and promotions 12 voting members All Associate or Full Professors
CMSRU A & P Committee Members Rose Kim, MD (ex-officio) Alla Kushnir, MD Elizabeth Leilani Lee, MD Anne Peatman (staff) Sebastian Rachoin, MD Lisa Reid, MD Andrea Russo, MD John Baxter, MD (Chair) Amanda Burden, MD (Vice Chair) Amy Colcher, MD Kevin Currie, PhD Tina Edmonston, MD Pauline Germaine, DO Anthony Infantolino, MD
Promotion Documents Checklist Letter of Intent Candidate Summary (career highlights & achievements) Faculty Promotion Review Sheet (4a) Review Sheet for Voting Faculty (4b) Nomination Letter by Department Chair Departmental A&P Report Curriculum Vitae (Must comply with CMSRU Format) Letters of Recommendation (3 required; up to an additional 3 letters may be included) Teaching Portfolio (must submit paper or electronic binder to Dept. A&P) Teaching Dossier: (1-3 page summary of teaching portfolio) Signed by Chair = MUST Personal Statement (Optional)
Letters of Recommendation Letter writers must be at a rank that is equal to, or greater than, the rank being applied for. Emeritus faculty letters will be accepted. Letters of recommendation WILL NOT be accepted from adjunct or volunteer faculty. Candidates at CMSRU/CUHC require three (3) letters. One (1) letter from within CMSRU, but outside of the candidate s immediate department; and two (2) letters from persons outside of CMSRU/CUHC.
Preparing Your CV for Promotion Packet CMSRU A&P Documents Physician Reviewers use your CV to tell your story This document represents you and your career make it perfect! Follow CMSRU CV format exactly. A&P Committee Reviewers need to be able to review CVs in consistent format. Check all publications and make sure that citation information follows AMA citation guidelines. PMID or DOI must be included at end of each citation. List all activity in chronological order from least recent first to most recent last. Month and year on all dates. Gaps over one year in your education, board certification or work history must be explained at end of CV. Mistakes on your CV will cause the CMSRU A&P Committee members to question how seriously you take the desire to be promoted. CVs will be sent back for correction until correct.
Common Errors in Packet Submissions Letters of Intent not on letterhead and signed. Titles missing from name (MD, DO, PhD, MPH, MS) Department missing from Academic Rank Chair Nomination Letter does not speak to required domains Letter writers not at appropriate rank, no rank indicated or volunteer status. LORs not on letterhead Forms electronically signed (typed signature not permitted)
Common Errors in Packet Submissions Teaching and Clinical activities not completed on review sheet or CV or describe activities at another institution not CUHC/CMSRU Publication totals on review sheet do not match CV CV Publications Section A = Line 1 of lifetime publications on Review Sheet CV Publications Section B = Line 2 of lifetime publications on Review Sheet CV Publications Section C = Line 3 of publications on Review Sheet CV publications not in correct order, do not follow proper citation format, no PMID or doi Chronological order of CV incorrect (oldest to most recent)
Teaching Portfolio & Dossier The Teaching Dossier and portfolio are critically important documents for those seeking promotion at CMSRU . Teaching Dossier is a summary of the faculty member as an educator (typically one to three pages). The Teaching Dossier should contain highlightsfrom the faculty s Teaching Portfolio and should have the same general headings. The Teaching Dossier should not be an abbreviated version of the faculty member s CV nor may language such as see teaching portfolio be used in the dossier summary. The Teaching Portfolio is a compilation of specific materials that show evidence of work listed in the dossier. The portfolio can be electronic or paper and must be submitted to the departmental A&P committee along with all other application materials. The portfolio should include sufficient examples of work so that the committee can review the candidate s varied contributions to education, teaching and scholarship. (e.g. peer-reviewed support for training programs and activities, scholarly publications concerning teaching and education, teaching materials, curriculum material developed, student and resident lecture materials, CME presentations, evaluations by students and residents).
Teaching Dossier & Portfolio Part ONE: Data Relevant to Teaching Activities List and describe teaching-related activities in as complete a context as possible, i.e. the names of courses or presentations, the level of involvement or frequency, the number and types of students, the teaching materials that may have been produced, or the role of the faculty member in other teaching-related activities (supervisor, advisor, mentor). 1. Teaching Activities a. b. c. d. Undergraduate Graduate (medical students, doctoral students, etc.) Residents and Fellows Peers (mentoring) 2. Curriculum Development (list tangible educational materials created; e.g. case development, lecture, assessment tools, OSCE, web materials, etc.) a. Courses b. Clerkships c. Residency Programs d. Fellowship Programs e. Education and teaching innovations f. CME g. Outreach 3. Mentoring/Advising
Teaching Dossier & Portfolio Part TWO: Evidence of Teaching Effectiveness A brief description of objective measures of teaching effectiveness. The primary element of this category is a review of teaching effectiveness including a summary of the relevant, objective documentation. The information to be summarized may include representative portions of teaching evaluations, testimonials by students, peer reviews, and special contributions. Summative evaluation ratings and comments by students/ residents should be included in the dossier. The portfolio should include summary evaluations with all comments. Items that may be summarized in this section include: Course Materials Student and Resident Evaluations Peer Review Professional Recognition/Teaching Awards Participation in professional development Learner outcomes a. b. c. d. e. f.
Teaching Dossier & Portfolio Part THREE: Include information concerning any additional teaching or educational activities that are especially noteworthy, creative, innovative, peer-reviewed, or indicative of recognition outside of the institution (e.g., publications, contributions to scholarly teaching societies, teaching awards and recognitions, invited lectures concerning teaching and education). Candidates for the Scholarship of Practice & Teaching (SPT) pathway should utilize this section to show evidence of their area of special expertise in clinical practice, education and teaching, and/or service to the wider medical education or professional community CHAIR SIGNATURE/APPROVAL Please note the Teaching Portfolio and Dossier must be reviewed and signed off by the faculty member s Division Head or Department Chair.
Thank you! Contact information: peatmana@rowan.edu braunj@rowan.edu
