Faculty Promotion and Tenure Regulations
Approved by the School of Pharmacy Faculty on January 5, 2012
Preamble
Promotion and award of tenure are means by which the School of Pharmacy encourages, recognizes and rewards academic achievement and strives to maintain a faculty of excellence. In keeping with Marshall University policy, promotion and award of tenure will be based upon the demonstration of professional competence and achievement as judged by criteria in the areas of teaching, research/scholarly activities and service and the continuing need for a faculty member with particular qualifications and competencies. Promotion and tenure decisions made by the School of Pharmacy will be guided by the University and School regulations in conjunction with peer review by the Faculty Affairs Committee and the policies and criteria prescribed by each department. New faculty will receive from their Chair or his/her designee, the policies and procedures for obtaining promotion and/or tenure together with a discussion of expectations of achievements for their particular department. The Chair and the faculty member will sign a form stating the meeting was held and the current P&T policies/procedures given/received by the faculty member.
Faculty Affairs Committee
The Faculty Affairs Committee is responsible for assisting the School of Pharmacy in maintaining a faculty of excellence. In addition, it has the responsibility to individual faculty members for fair and timely recognition and encouragement of academic achievement.
The Faculty Affairs Committee will make recommendations to the Dean concerning the promotion and tenure of faculty holding regular, tenure track appointments. In addition, the Committee will make recommendations to the Dean concerning the promotion of faculty members holding non-tenure track appointments. Recommendations to the Faculty Affairs Committee regarding promotion or tenure will be initiated within the departments of the School of Pharmacy by faculty members themselves, chairpersons, or departmental promotion committees. The recommendations will be forwarded to the Associate Dean of Academic and Curricular Affairs, who will then forward them to the chairperson of the Faculty Affairs Committee. Written recommendations of the departmental personnel committee will accompany recommendations when they are forwarded to the Associate Dean and subsequently to the Faculty Affairs Committee.
School of Pharmacy, Faculty Tracks
Clinical faculty can be appointed to the following tracks: clinical (non-tenure), research, or education. Basic science faculty can be appointed to the following tracks: non-tenure, research-tenure track, or education-tenure track. In consultation with their Chair, a clinical (non-tenure) faculty member may petition for appointment to a tenure track research/education appointment. The decision on this petition will be based on the achievements of the faculty member and the needs of the department. These must be documented in the Chair’s letter to the Dean requesting this change in faculty status.
Probationary tenure track-research/education faculty cannot switch from research to education or vice-versa prior to obtaining tenure. Tenured faculty members may petition their Chair for a change in track assignment at any time, with the realization that this change may delay their promotion to the next higher rank due to the different achievement expectations for these different tracks.
Promotions
Promotions are not automatic but are based on merit. In addition to the usual criteria of performance in teaching, research/scholarly activity, and service, contributions to the overall development and reputation of the School of Pharmacy by intramural and extramural professional activities will be considered. Because of the varying missions of departments within the School of Pharmacy, criteria for promotion/tenure must be applied with flexibility. However, for each individual, it is required that lesser achievement in one area be balanced by excellence in another. Demonstrable competence in teaching, research/scholarly activity and professional service/patient care are of paramount consideration. The understanding between the School of Pharmacy and the faculty member in regard to the distribution of effort in the areas of teaching, research and service must be a factor when various criteria are balanced. Evidence of scholarship should be manifested in publications or comparable communications.
Promotion Process
The promotion process is summarized in the table below. Please note that all due dates are within the year in which the faculty member is requesting tenure and/or promotion.
|
Activity |
Responsible Individual |
Date Due |
| Faculty members informed of eligibility for reappointment, promotion, and/or tenure |
MUSOP Dean |
March 1 |
| Petition for promotion submitted to MUSOP Dean |
Faculty member requesting promotion |
May 1 |
| Submission of 3 copies of faculty dossier to MUSOP Dean |
Faculty member requesting promotion |
July 1 |
| Submission of 2 external reviewer names to the MUSOP Associate Dean |
Faculty member requesting promotion |
July 1 |
| Transmission of faculty member petition and dossier to the Department |
MUSOP Associate Dean |
July 1 |
| Acquire external reviews† |
Department Chair |
August 1 |
| Forward dossier materials to departmental Promotions Committee |
Department Chair |
August 1 |
| Promotions Committee recommendation on promotion and/or tenure to Departmental Chair |
Chair of Departmental Promotions Committee |
September 1 |
| Departmental Chair recommendation on promotion and/or tenure to Faculty Affairs Committee |
Department Chair |
October 1 |
| Faculty Affairs Committee recommendation on promotion and/or tenure to MUSOP Dean |
Faculty Affairs Committee Chair |
November 15 |
| MUSOP Dean’s recommendation on promotion and/or tenure to Marshall University Provost |
MUSOP Dean |
December 20 |
| Faculty member receipt of promotion and/or tenure decision |
Marshall University Provost |
April 1 of following year |
| † Department Chair may request 2-4 additional external peer reviews that are independent from the faculty member list | ||
Dossier Preparation
The first key step in preparation for review is the responsibility of the faculty member. A dossier of the faculty member’s accomplishments must be prepared. At a minimum, the dossier must include all annual faculty evaluations; a current curriculum vitae; representative documentation of teaching, scholarly activity, and service; and a self-evaluation statement. The complete dossier must be presented to the MUSOP Dean no later than July 1st of the academic year prior to that the faculty member desires to be considered for peer review.
Criteria for Promotion
1. Instructor to Assistant Professor (Clinical or Basic Science – all tracks)
Minimum experience requirements:
• Terminal degree
Specific areas for consideration include, but are not limited to:
• Teaching
• demonstrated promise of developing excellence in teaching
• Research/Scholarly Activities
• demonstrated promise of developing excellence in research/scholarly activities
• basic science faculty should be qualified to serve on and/or chair a doctoral dissertation committee
• Professional Service/Patient Care
• Demonstrated competence
2. Activity Levels for Clinical Faculty Promotion at the Marshall University School of Pharmacy
Patient Care
Faculty member activity in the area of patient care is assessed relative to performance in the areas of practice competency, financial support of practice efforts, and commitment to the scholarship of practice. The following provide examples of evidence that would support a faculty member’s claims of proficiency or excellence in patient care:
1. Competency
a. Devises a clinical quality improvement protocol,
b. Acquisition of practice certifications,
c. Directs health-related public service programs,
d. Appointment to a governmental advisory group (State Formulary or FDA section, etc),
e. Demonstration of clinical competency as assessed by peer evaluation,
f. Creation of new, innovative practice environments,
g. Nominations and/or receipt of practice awards (local, regional, or national), and
h. Documentation of practice interventions showing impact upon patient care outcomes,
2. Practice Funding
a. Documentation of the positive economic impact of practice efforts,
b. School’s existing contract relationships expanded as a direct result of faculty member’s efforts, and
c. School receives ongoing, consistent reimbursement for faculty member’s practice activities,
3. Scholarship of practice
a. Present talks or poster presentations at a local or regional practice meetings (Practice-related),
b. Presents talks or poster presentations at national or international practice meetings (Practice-related),
c. Abstracts published in a local/regional/national/international practice journal,
d. Review articles or tertiary literature (white paper, or position statement) published in local/regional/national/international practice journal,
e. Authorship of book chapters published within a subject area where the faculty member has practice expertise, and
f. Authorship or editorship of books published in a subject area where the faculty member has practice expertise.
Unless otherwise noted, documentation of each bullet point must be present for the faculty member to be categorized as any one level.
Level 1
• Competency – Faculty member documentation provides evidence of practice competency.
• Practice funding – Faculty member documentation provides evidence of the potential for positive economic impact upon the institution where services are provided, or the School has received some degree of remuneration for the services provided by the faculty member.
Level 2
• Competency – Faculty member documentation provides evidence of exemplary practice competency.
• Practice funding – Faculty member documentation provides evidence of a positive impact upon the School’s or practice institution’s economic picture.
• Scholarship – Faculty member documentation provides evidence of a commitment to the scholarship.
Level 3
• Competency – Faculty member documentation provides evidence of exemplary practice competency.
• Practice funding – Faculty member documentation provides evidence of significant, consistent positive impact upon the School’s or practice institution’s economic picture.
• Scholarship – Faculty member documentation provides evidence of exemplary commitment to practice scholarship.
Research (All activities at each level are required)
Faculty member activity in the area of research is assessed relative to performance in the areas of research competency, financial support of research efforts, and commitment to research scholarship. The following provide examples of evidence that would support a faculty member’s claims of proficiency or excellence in research:
1. Competency
a. Mentors or directs research fellows and/or pharmacy residents within the research process,
b. Evidence of an ongoing, planned involvement and commitment to research within their discipline,
c. Evidence of commitment to and involvement within interdisciplinary, collaborative research,
d. Evidence of new research skill acquisition (ie, learning a new laboratory technique, building of translational research skills, acquisition of research certifications, etc),
e. Placement of graduate student mentees in research positions.
f. Authorship of book chapters published within a subject area where the faculty member has research expertise,
g. Authorship or editorship of books published in a subject area where the faculty member has research expertise,
h. Creation of new, innovative research techniques,
i. Appointment to a governmental research advisory group (NIH Institute/Center, Scientific Review Group, etc.),
j. Director of an acknowledge research center or program,
k. Nominations and/or receipt of research awards (local, regional, or national),
l. Receipt of fundable scores for RFPs submitted as a principle investigator, and
m. Receipt of funded grants and/or contracts.
2. Research Funding
a. Receipt of gifts, contracts, grants, or other monies that support the ongoing service and function of the School,
b. Grant or contract support as a co-principle investigator (CPI) or subcontract from sources internal to the university,
c. Grant or contract support as a principle investigator (PI) from internal, university sources,
d. Grant or contract support as a CPI or subcontract from foundations external to the University (overhead <40%),
e. Grant or contract support as a PI from foundations external to the University (overhead <40%), and
f. Grant or contract support as a CPI or subcontract from foundations external to the University (overhead ≥40%), and
g. Grant or contract support as a PI from foundations external to the University (overhead ≥40%).
3. Research Scholarship
a. Present talks or poster presentations at a local or regional practice meetings (Research-related),
b. Presents talks or poster presentations at national or international practice meetings (Research-related),
c. Research-related abstracts published in national/international journals,
d. Authorship of manuscripts summarizing original/innovative research that is published in reputable national/international journals, and
e. Primary or lead authorship of manuscripts summarizing original/innovative research that is published in reputable national/international journals.
Level 1
• Competency – Faculty member documentation provides evidence of research competency
• Research funding – Faculty member documentation provides evidence of the potential for positive economic impact upon the institution where research is performed,
• Research Scholarship – Faculty member documentation provides evidence of recognition as a scholar.
Level 2
• Competency – Faculty member documentation provides evidence of independence and creative research competency
• Research funding – Faculty member documentation provides evidence of receipt of research funding and the potential for continued receipt of research funding.
• Research Scholarship – Faculty member documentation provides evidence of scholarship independence and a commitment to the scholarship of research
Level 3
• Competency – Faculty member documentation provides evidence of exemplary research competency
• Research funding – Faculty member documentation provides evidence of sustained research funding
• Research Scholarship – Faculty member documentation provides evidence of research excellence and a consistent commitment to the scholarship of research.
Education
Faculty member activity in the area of education is assessed relative to performance in the areas of education competency and commitment to the scholarship of teaching. The following provide examples of evidence that would support a faculty member’s claims of proficiency or excellence in education:
1. Competency
a. Residents and fellows trained while serving as overall program coordinator,
b. Positive student assessments of course and individual,
c. Evidence of an ongoing, planned commitment to development of education skills,
d. Evidence of commitment to and involvement within interdisciplinary, collaborative education,
e. Development of new, innovative course offerings to be delivered as part of the Pharm.D. curriculum,
f. Development of new or innovative skills assessments (e.g. Objective Structured Clinical Examination, OSCE),
g. Directorship of educational programs (simulation, experiential learning, residency training, etc.),
h. Positive peer reviews of course development and delivery,
i. Positive external peer assessment of the faculty member’s teaching portfolio,
j. Development and delivery of teaching workshops at local/state/national meetings, and
k. Nominations and/or receipt of educator awards (local, regional, or national).
2. Scholarship of Education
a. Present talks or poster presentations at a local or regional practice meetings (education-related),
b. Presents talks or poster presentations at national or international practice meetings (education-related),
c. Education-related abstracts published in national/international journals,
d. Authorship of tertiary literature summarizing a field/pedagogy used in education,
e. Primary or lead authorship of tertiary literature summarizing a field/pedagogy used in education,
f. Authorship of manuscripts summarizing original/innovative education-related research that is published in reputable national/international journals, and
g. Primary or lead authorship of education-related manuscripts summarizing original/innovative research that is published in reputable national/international journals.
Level 1
• Competency – Faculty member documentation provides evidence of education competency (C and H must be documented)
Level 2
• Competency – Faculty member documentation provides evidence of education competency (C and H must be documented)
• Scholarship of Education – Faculty member documentation provides evidence of a commitment to the scholarship of education (B and F must be documented)
Level 3
• Competency – Faculty member documentation provides evidence of educational excellence (C, D, H and I must be documented + E, J, or K)
• Scholarship of Education – Faculty member documentation provides evidence of commitment to excellence as a scholar of education (B, F, and G must be documented)
Service
Faculty member activity in the area of service is assessed relative to performance in the areas of professional and University/MUSOP service. The following provide examples of evidence that would support a faculty member’s claims of proficiency or excellence in service:
1. Professional
a. Community service
b. Reviewer for professional, research, or educational journals or books
c. Membership on hospital and departmental committees
d. Membership on committees or boards of state, regional or national professional groups (pharmacy organizations, NIH research SIG, etc)
e. Officer for a local, state, regional, or national pharmacy, educational, or research organization
2. University/MUSOP
a. Attendance at departmental and faculty meetings,
b. Attendance at School of Pharmacy required events – White Coat Ceremony, Hooding Ceremony, and School of Pharmacy graduation,
c. Advisor of a student group or organization,
d. Member of a School of Pharmacy committee (Curricular Affairs, Student Affairs, or Faculty Affairs),
e. Member of a University committee (Graduate Council, Student Grievance Committee, etc.),
f. Elected member of the Faculty Senate,
g. Chair of an MUSOP or University committee, and
h. Chair of the Faculty Senate.
Level 1
• Professional – Evidence of local/state/national service involvement
• University/MUSOP – Evidence of MUSOP service involvement
Level 2
• Professional – Evidence of local or state service leadership
• University/MUSOP – Evidence of MUSOP service leadership or University service involvement
Level 3
• Professional – Evidence of national service leadership
• University/MUSOP – Evidence of University service leadership
Promotion Guideline
Clinical Faculty Promotion requires evidence of achievement in the areas of patient care, research, education (teaching), and service. The candidate for promotion and/or tenure is expected to provide documentation within their dossier that justifies achievement to the following level for each area:
| Associate Professor | Full Professor |
| Non-tenure trackPatient care = 2
Research = 1 Education = 2 Service = 1 |
Non-tenure trackPatient care = 3
Research = 2 Education = 2 Service = 2 |
| Tenure track- EducatorPatient care = 1
Research = 1 Education = 3 Service = 1 |
Tenure track- EducatorPatient care = 2
Research = 2 Education = 3 Service = 2 |
| Tenure Track – ResearchPatient care = 1
Research = 2 Education = 1 Service = 2 |
Tenure Track – ResearchPatient care = 2
Research = 3 Education = 2 Service = 2 |
| Tenure Track – Non-Practitioner ResearchResearch = 2
Education = 2 Service = 2 |
Tenure Track – Non-Practitioner ResearchResearch = 3
Education = 3 Service = 3 |
Candidates for promotion must obtain two letters of recommendation. Letters in support of candidate promotion must be from peers at pharmacy schools or clinical institutions outside of Marshall University.
3. Activity Levels for Basic Science Faculty Promotion at The Marshall University School of Pharmacy
Research (All activities at each level are required)
Faculty member activity in the area of research is assessed relative to performance in the areas of research competency, financial support of research efforts, and commitment to research scholarship. The following provide examples of evidence that would support a faculty member’s claims of proficiency or excellence in research:
1. Competency
a. Mentors or directs graduate students and/or research fellows within the research process,
b. Evidence of an ongoing, planned involvement and commitment to research within their discipline,
c. Evidence of commitment to and involvement within interdisciplinary, collaborative research,
d. Evidence of new research skill acquisition (ie, learning a new laboratory technique, building of translational research skills, acquisition of research certifications, etc),
e. Placement of graduate student mentees in research positions.
f. Patent applications,
g. Authorship of book chapters published within a subject area where the faculty member has research expertise,
h. Authorship or editorship of books published in a subject area where the faculty member has research expertise,
i. Creation of new, innovative research techniques,
j. Appointment to a governmental research advisory group (NIH Institute/Center, Scientific Review Group, etc.),
k. Director of an acknowledged research center or program,
l. Nominations and/or receipt of research awards (local, regional, or national),
m. Receipt of fundable scores for RFPs submitted as a principle investigator, and
n. Receipt of funded grants and/or contracts.
2. Research Funding
a. Receipt of gifts, contracts, grants, or other monies that support the ongoing service and function of the School,
b. Grant or contract support as a co-principle investigator (CPI) or subcontract from sources internal to the university,
c. Grant or contract support as a principle investigator (PI) from internal, university sources,
d. Grant or contract support as a CPI or subcontract from foundations external to the University (overhead <40%),
e. Grant or contract support as a PI from foundations external to the University (overhead <40%), and
f. Grant or contract support as a CPI or subcontract from foundations external to the University (overhead ≥40%), and
g. Grant or contract support as a PI from foundations external to the University (overhead ≥40%).
3. Research Scholarship
a. Present talks or poster presentations at a local or regional research meetings (Research-related),
b. Presents talks or poster presentations at national or international research meetings (Research-related),
c. Research-related abstracts published in national/international journals,
d. Authorship of book chapters published within a subject area where the faculty member has research expertise,
e. Authorship of manuscripts summarizing original/innovative research that is published in reputable, peer-reviewed national/international journals with high impact factors, and
f. Primary or lead authorship of manuscripts summarizing original/innovative research that is published in reputable, peer-reviewed national/international journals with high impact factors.
Level 1
• Competency – Faculty member documentation provides evidence of research competency.
• Research Scholarship – Faculty member documentation provides evidence of commitment to research scholarship.
Level 2
• Competency – Faculty member documentation provides evidence of exemplary research competency.
• Research funding – Faculty member documentation provides evidence of the acquisition of research funding.
• Research Scholarship – Faculty member documentation provides evidence of a commitment to the scholarship of research; evidence of independence and creativity in his/her research and recognition at a national level.
Level 3
• Competency – Faculty member documentation provides evidence of exemplary research competency.
• Practice funding – Faculty member documentation provides evidence of significant, consistent research funding
• Scholarship – Faculty member documentation provides evidence of a consistent commitment to the scholarship of research; evidence of independence and creativity in his/her research; and recognition at a national and international level
Education
Faculty member activity in the area of education is assessed relative to performance in the areas of education competency and commitment to the scholarship of teaching. The following provide examples of evidence that would support a faculty member’s claims of proficiency or excellence in education:
3. Competency
a. Residents and fellows trained while serving as overall program coordinator,
b. Positive student assessments of course and individual,
c. Evidence of an ongoing, planned commitment to development of education skills,
d. Evidence of commitment to and involvement within interdisciplinary, collaborative education,
e. Development of new, innovative course offerings to be delivered as part of the Pharm.D. curriculum,
f. Development of new or innovative skills assessments (eg. Objective Structured Clinical Examination, OSCE),
g. Directorship of educational programs (simulation, experiential learning, residency training, etc),
h. Positive peer reviews of course development and delivery,
i. Positive external peer assessment of the faculty member’s teaching portfolio,
j. Development and delivery of teaching workshops at local/state/national meetings, and
k. Nominations and/or receipt of educator awards (local, regional, or national).
4. Scholarship of Education
a. Present talks or poster presentations at a local or regional practice meetings (education-related),
b. Presents talks or poster presentations at national or international practice meetings (education-related),
c. Education-related abstracts published in national/international journals,
d. Authorship of tertiary literature summarizing a field/pedagogy used in education,
e. Primary or lead authorship of tertiary literature summarizing a field/pedagogy used in education,
f. Authorship of manuscripts summarizing original/innovative education-related research that is published in reputable national/international journals, and
g. Primary or lead authorship of education-related manuscripts summarizing original/innovative research that is published in reputable national/international journals.
Level 1
• Competency – Faculty member documentation provides evidence of education competency (C and H must be documented)
Level 2
• Competency – Faculty member documentation provides evidence of education competency (C, D, H and I must be documented + E, J, or K)
• Scholarship of Education – Faculty member documentation provides evidence of commitment to the scholarship of education (B and F must be documented) and evidence of independence and creativity in his/her teaching
Level 3
• Competency – Faculty member documentation provides evidence of education competency (C, D, H and I must be documented + E, J, or K)
• Scholarship of Education – Faculty member documentation provides evidence of a national recognition as a scholar of education (B, F, and G must be documented) and evidence of independence and creativity in his/her teaching
Service
Faculty member activity in the area of service is assessed relative to performance in the areas of professional and University/MUSOP service. The following provide examples of evidence that would support a faculty member’s claims of proficiency or excellence in service:
3. Professional
a. Community service
b. Reviewer for professional, research, or educational journals
c. Membership on hospital and departmental committees
d. Membership on committees or boards of state, regional or national professional groups (pharmacy organizations, NIH research SIG, etc)
e. Officer for a local, state, regional, or national pharmacy, educational, or research organization
4. University/MUSOP
a. Attendance at departmental and faculty meetings,
b. Attendance at School of Pharmacy required events – White Coat Ceremony, Hooding Ceremony, and School of Pharmacy graduation,
c. Advisor of a student group or organization,
d. Member of a School of Pharmacy committee (Curricular Affairs, Student Affairs, or Faculty Affairs),
e. Member of a University committee (Graduate Council, Student Grievance Committee, etc.),
f. Elected member of the Faculty Senate,
g. Chair of an MUSOP or University committee,
h. Chair of the Faculty Senate, and
Level 1
• Professional – Evidence of local/state/national service involvement
• University/MUSOP – Evidence of MUSOP service involvement
Level 2
• Professional – Evidence of local or state service leadership
• University/MUSOP – Evidence of MUSOP service leadership or University service involvement
Level 3
• Professional – Evidence of national service leadership
• University/MUSOP – Evidence of University service leadership
Promotion Guideline
Basic Science Faculty Promotion requires evidence of achievement in the areas of research, education (teaching), and service. The candidate for promotion and/or tenure is expected to provide documentation within their dossier that justifies achievement to the following level for each area:
| Associate Professor | Full Professor |
| Non-tenure trackResearch = 1
Education = 2 Service = 2 |
Non-tenure trackResearch = 2
Education = 2 Service = 3 |
| Tenure track- EducatorResearch = 1
Education = 2 Service = 1 |
Tenure track- EducatorResearch = 2
Education = 3 Service = 2 |
| Tenure Track – ResearchResearch = 2
Education = 1 Service = 1 |
Tenure Track – ResearchResearch = 3
Education = 2 Service = 2 |
Candidates for promotion must obtain two letters of recommendation. Letters in support of candidate promotion must be from peers at pharmacy schools or clinical institutions outside of Marshall University.
