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Clinical Faculty Appointment, Evaluation and Promotion Guidelines

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Bouve College of Health Sciences

Table of Contents

I.     General Purpose
II.   Academic Positions
III. Procedures for Initial Appointment
IV.  Responsibilities and Evaluation
V.    Promotion
VI.  Promotion Procedures
VII. Eligibility for Tenure Positions

  I.  GENERAL PURPOSE

The purpose of these guidelines is to provide criteria and procedures for appointment, evaluation and promotion of clinical faculty at Northeastern University.  These guidelines serve to define and differentiate clinical faculty appointments from tenure track faculty appointments.

II. ACADEMIC POSITIONS

Northeastern University recognizes several faculty categories, as described in its Faculty Handbook.  Each faculty category is defined with unique responsibilities and expectations for faculty employed within the specific faculty group.  Nothing in this document is intended to imply a hierarchy of importance among faculty groups.  This document defines the broad range of responsibilities of clinical faculty at Northeastern University and serves to provide guidance to such faculty in assessing the appropriateness and value of their activities. 

Clinical Faculty
Northeastern University's mission is to educate students for a life of fulfillment and accomplishment; to create and translate knowledge to meet global and societal needs.   Educational excellence in the health professions requires that a segment of the faculty devote a significant proportion of their time to teaching and clinical service.  It is through their clinical expertise that clinical faculty are able to translate practice into their classroom and experiential activities.  The clinical classification is to be used only for faculty who are engaged primarily in clinical teaching and practice.  The primacy of the role of teaching for clinical faculty is clear and fits the mission of Northeastern University. 

 Clinical faculty may hold the following non-tenure track ranks:

  • Clinical Instructor
  • Assistant Clinical Professor
  • Associate Clinical Professor
  • Clinical Professor

Clinical faculty/tenure-track faculty ratios:  No unit within the College may have a majority of the faculty employed in the clinical track.  Employing clinical faculty beyond this limit must be authorized by the College Dean and approved by the Provost. 

Clinical faculty are expected to engage in department, college and university service.  Scholarship in its broadest sense is a secondary role and, in general, should be of an applied nature that focuses on and contributes to the advancement of teaching and clinical practice.  Most clinical faculty will likely have some percentage of effort assigned in each area of teaching, clinical service, university service and scholarship; however, conducting independent research shall not be a requirement of clinical faculty.  Clinical faculty are not eligible for tenure.                   

III. PROCEDURES FOR INITIAL APPOINTMENT

The process for identifying and evaluating candidates for initial appointment to clinical positions follows the same faculty search committee procedures as for tenure track appointments.  Announcements and position descriptions will clearly state the nature of and qualifications for the position.

Initial clinical faculty appointments at any rank are fixed-term, one-year renewable appointments.  Reappointment decisions are at the sole discretion of the university, consider several factors, and are based on annual performance reviews and the continued ability of the clinical faculty to meet or exceed minimum standards.  Candidates for initial appointment to the clinical track at any rank are expected, at a minimum, to demonstrate excellence and effectiveness in clinical practice, teaching and educational development, and service as appropriate to the discipline.  Prior involvement in scholarly activities is desirable, but not required.  Candidates for initial appointments at the assistant/associate or full clinical rank must hold an earned doctorate and meet or exceed expectations for faculty promoted to that rank as defined under Item V. Promotion.

IV. RESPONSIBILITIES AND EVALUATION

The annual merit review and reviews for promotion will focus on the following areas of responsibility:

Teaching
Teaching is the primary faculty assignment, and demonstrated excellence and effectiveness in teaching is an essential criterion for appointment, advancement and promotion.  Clinical  faculty engage in a variety of educational  activities that may include teaching didactic courses and laboratories, and supervising the clinical work of undergraduate and graduate students.  They may also be called upon to provide non-credit programs and workshops, distance-learning programs, seminars, and continuing education programs.   Faculty must demonstrate command of their subject matter, continuous mastery of their subject fields, and ability to organize material and convey it effectively to students.  Evaluation of teaching is based on a combination of peer evaluations, student or participant evaluations, and review of teaching materials.  Peer evaluations should be based on both observation of teaching and review of course-related materials.  It is expected that the faculty member will have consistently documented excellent ratings in teaching.  In addition to teaching evaluations, evidence of teaching excellence might include:

  • instructional methods and/or innovative courses that are considered critical for the success of the educational program.
  • instructional materials that are adopted by other institutions.
  • requests for consulting services involving teaching methods
  • demonstrations that teaching activities have significantly influenced student learning and, if applicable, patient care.
  • Awards for teaching excellence within the university, from professional associations or from regional or national organizations.
  • Bibliography of publications or invited presentations associated with teaching.

Documentation:  

Clinical faculty must demonstrate effectiveness and professional development in clinical teaching.  Teaching effectiveness and excellence may be demonstrated in the merit document and promotion dossier through:

  • 1. Teaching evaluations
    Summary of standard university teaching evaluations and other available teaching evaluations must be included for all courses taught. Include explanation for any missing evaluations.
  • 2. Record of advising and clinical supervision activities
    Faculty involvement in advising students is an essential part of the teacher/learner relationship. Clinical faculty may have significant assignments for serving as advisors for students. These duties may include but are not limited to student group advising, career development advising, and academic advising.
  • 3. Peer evaluations
    Evaluations should be conducted over a period of time sufficient to document progress.
  • 4. Self evaluations
  • 5. Teaching portfolio
    A teaching portfolio should include a sample syllabus, sample copies of exams, evaluation and assessment methods, and samples of student work.
  • 6. Teaching awards
  • 7. Authorship of textbooks or other teaching materials
  • 8. Development of online courses in addition to traditional teaching roles
  • 9. Participation in seminars
  • 10. Participation in visiting faculty or faculty exchange programs
  • 11. Evaluation of programs for practitioners or other university constituencies

Clinical Service
Clinical service and expertise is also recognized as an important component of a clinical faculty member's career development and position responsibilities.  The clinical faculty's role at Northeastern University may include the application of clinical knowledge to influence the delivery of health care positively for patients.  However, because of the variability in areas of expertise and training as well as in assigned role functions, clinical expertise may be demonstrated in the laboratory setting, healthcare facilities, other practice settings or classrooms, or through clinical administrative activities within the college, school, or department.   Clinical  faculty who have direct responsibility for patient care as part of their teaching role must provide evidence of the effect of their work on healthcare outcomes within their practice setting or with a specific patient population.

 Documentation:

Clinical faculty must maintain steady professional development in their practice area.   Demonstration of continued professional development and clinical expertise is a necessary component of the review process.  Evaluation of continuous professional development in clinical service is based on a variety of sources that may include:

  • 1. Documented clinical interventions and outcomes
  • 2. Self-evaluation of practice activities
  • 3. Peer evaluations from individuals both on and off campus who are familiar with the faculty member's practice activities and clinical expertise
  • 4. Data showing that the clinical practice has had a positive effect on healthcare outcomes within a practice setting or with a specific patient population
  • 5. Recognition by peers locally, regionally, or nationally, commensurate with the clinical faculty member's academic rank
  • 6. Recognition or awards based on practice activities
  • 7. Description of practice-related activities in peer-reviewed journals
  • 8. National board certification within practice area
  • 9. Requests for consulting services
  • 10. Any other evidence that demonstrates the quality of the application of clinical expertise (e.g., authored clinical protocols, invited presnetations)

University and Public Service
All faculty are expected to engage in service to the department; college and university; the community; and the professional discipline. 

Documentation:

It is the responsibility of the faculty member to provide documentation of service.  Evidence may include:

  1. Committee/task force memberships, committee/task force chair positions
  2. Recruitment of faculty and students
  3. Mentoring students and student groups
  4. Faculty mentoring
  5. Service in faculty governance 
  6. Service to the professional discipline is identified by time, impact and effort given to local, state, regional, national, or international professional organizations and publications (e.g., journal reviewer or service on editorial boards)
  7. Public service related to the faculty member's professional expertise or activities that significantly foster university relations is valuable in annual merit reviews and promotion decisions.  Examples include health-related community service projects, invited presentations to the public, and consultation with community healthcare agencies.

Scholarship and Professional Development
Participation of clinical faculty in scholarship activities is encouraged.  Scholarship conducted by clinical faculty should support the teaching and clinical service goals of the department.  For clinical faculty, scholarship is defined broadly and understood to be intellectual work that is visible, communicated externally and validated by peers.  In the case of clinical faculty emphasis is placed on scholarly work that brings peer recognition to them as practitioner-educators. 

The appropriateness and importance of the type of scholarship clinical faculty may engage in will vary with the expectations of the position.  The level and type of scholarly expectation differs significantly from that expected of tenure-track faculty.   There is no expectation for a major, focused program of original research (i.e., the scholarship of discovery) in the clinical ranks.

 Documentation:

Scholarship for clinical faculty represents ongoing professional development.  There does not need to be a separate section in the dossier for scholarship.  Scholarship that supports teaching may be placed in the teaching section and scholarship in clinical service may be placed in the service section.  Evidence of scholarship may include:

  • 1. Published evaluations of novel approaches to teaching
  • 2. Published evaluations of teaching methodology
  • 3. Evaluation of innovative approaches to teaching in clinical settings
  • 4. Evaluations of patient-care services, program development and innovation, outcomes of innovative programs and/or services
  • 5. Evidence of external transfer of innovative teaching and/or clinical service models
  • 6. Authorship of professional practice guidelines and publications of textbooks, book chapters, monographs, videotapes, extended learning materials, or other educational materials
  • 7. Invited presentations, poster and podium presentations, and published abstracts
  • 8. Consultation to government agencies, industry, or professional groups
  • 9. Competitive grants or contracts for teaching, practice, or service programs
  • 10. Authorship in peer reviewed publications

 Annual Review
Faculty members in the clinical track will be evaluated annually by their respective department or unit, utilizing the university's annual merit review process.  The primary evaluation criterion will be assessment of the individual's teaching.  This review will be informed by reviewing student teaching evaluations, peer observations and other applicable documentation of teaching. The review will also include an evaluation of the faculty member's service and, where applicable, scholarly contributions.  Service contributions may vary, but will generally include student advising, course administration, committee work and/or clinical service.

V.   PROMOTION

As part of the annual performance review process, department chairs or unit heads will discuss with clinical faculty members their eligibility and current progress toward promotion. When a clinical faculty member wishes to be considered for promotion, he or she will notify the department chair or unit head and will then prepare a dossier for review. Reviews and recommendations will follow the procedures developed by the university, college and/or unit.  The Provost will make the final decision on clinical faculty promotions. 

Candidates for appointment or promotion to the rank of assistant clinical professor and above are expected to demonstrate a balance of accomplishment and competence in clinical practice, teaching and educational development, scholarship, and service to the department, college and profession. Further, they are expected to have established a local, regional or national reputation as making significant contributions appropriate to the rank and discipline.  Generally, faculty at the assistant clinical rank may apply for promotion to associate clinical professor after they have completed six full-time years as an assistant clinical professor at Northeastern University. Candidates may be considered for early promotion to a higher rank (Assistant to Associate) with sufficient documentation of evidence for meeting the criteria for that rank.  In appropriate cases, candidates may be granted credit based on service elsewhere. To qualify for credit, such service must have been either in a similar full-time capacity with faculty status at an institution of higher learning, or other relevant professional service which the Provost deems acceptable for this purpose. At the time of the initial appointment at Northeastern, the clinical faculty member will be informed in writing of the exact number of years comprising their credit. 

As outlined above, a positive recommendation for promotion is based primarily on demonstrated excellence in teaching and strong service.  Promotion must consider the candidate's potential for continued professional development and future contributions to the teaching and clinical service goals of the unit.  Scholarship that supports teaching and clinical service will also be considered, if applicable.  The general categories for evaluation and types of documentation considered in the promotion process are noted in this document under item IV, Responsibilities and Evaluation.  Additional expectations within the respective ranks are noted below.

 Upon promotion to or reappointment as associate clinical professor, appointments will be for periods of three years.  To be considered for promotion to clinical professor, there is an expectation that faculty demonstrate continuous faculty professional development, productivity and achievement in teaching, clinical service, and scholarship as an associate clinical professor.  Upon promotion to or reappointment as clinical professor, appointments will be for periods of three years. 

 Criteria for Promotion from Clinical Instructor to Assistant Clinical Professor

Promotion from the rank of Clinical Instructor to Assistant Clinical Professor is based on evidence of the candidate's:

  • earned doctorate appropriate to the assigned duties
  • special skills or experience needed in the unit
  • an exceptional record of achievement in the assigned duties

 Criteria for Promotion from Assistant Clinical Professor to Associate Clinical Professor


In general, promotion to Associate Clinical Professor requires achievement of local, regional, or national* recognition as a practitioner-educator. Promotion from the rank of Assistant Clinical Professor to Associate Clinical Professor may be considered after six years of service as an Assistant Clinical Professor.  Promotion to the rank of Associate Clinical Professor is based on evidence of the candidate's:

  • creativity and excellence in teaching
  • achievement in scholarship or creative activity that contributes to the body of knowledge in clinical teaching, the practice discipline and/or delivery of health care, where applicable
  • contributions to institutional, public and professional service
  • effectiveness of the application of clinical knowledge or expertise relative to achievement of positive healthcare outcomes within a practice setting or within a patient population may be included when clinical faculty have direct patient care responsibilities as part of their teaching assignment

 Criteria for Promotion from Associate Clinical Professor to Clinical Professor
In general, promotion to Clinical Professor recognizes achievement of national* or international recognition as an outstanding practitioner-educator.  Generally, promotion to the rank of Clinical Professor may be considered after five years of service as an Associate Clinical Professor.  Promotion to the rank of Clinical Professor is based on evidence of the candidate's:

  • sustained excellence in teaching, with distinction in creativity and innovation
  • distinction in applying clinical expertise, as evidenced by professional recognition in the specific discipline
  • scholarly contributions within the discipline
  • exemplary institutional, public, and/or professional service
  • recognized leadership in her/his field

         *Evidence of national recognition may include, but is not limited to, invited lectures at scientific and professional meetings; invited chapters in textbooks; honors and awards from national organizations; service on editorial boards or as a reviewer for professional/scientific publications; consultantships; comments from external reviewers; and elected or appointed leadership positions in professional organizations.

VI. PROMOTION PROCEDURES

The following procedures must be followed when preparing an application for promotion: 

  1. Candidate will submit a written request for consideration of promotion, to the Department Chair or equivalent, at the beginning of the spring term preceding the year in which the decision about promotion is to be made. 
  2. Department Chair or equivalent will notify the College Dean in writing of requests received. 
  3. The Department Chair or equivalent will constitute a Clinical Faculty Promotion Committee.  The membership of the Clinical Faculty Promotion Committee shall be determined by the individual programs/departments/ schools within the following guidelines: 
  • Individual programs/departments/schools may modify the membership according to their specific needs, with the approval of the Department Chair or equivalent.
  • Committee shall be composed of an odd number of faculty members (minimum of three), the majority of whom are clinical faculty at a rank higher than the candidate, elected by the full-time faculty of the department/school/college.
     
  • Majority of Committee members shall be faculty members of the specific programs/departments/schools; however faculty from other programs/departments/schools of the Bouvé College of Health Sciences may be members of the committee if needed or recommended by the Department Chair or equivalent in consultation with the School and College Dean. 
     
  • Chair of the Promotion Committee shall be selected by and from Committee members before deliberation for promotion of candidate begins.

    4.   Candidate prepares dossier which must include:

  • Curriculum Vitae 

o Documentation of the activities described in the section on Responsibilities and Evaluation (Section IV).

  • Letters of Reference
     

o The candidate shall submit names and addresses of at least five references (two internal and three external to the university).

 o The Committee shall solicit letters from three of the references submitted by the candidate relating to the following: clinical skills, teaching ability, and scholarly/professional activity if appropriate. Unsolicited references should be handled according to the Faculty Handbook (Tenure and Promotion Section).
 

5. Procedures for Promotion Committee

 

  • Members of the Committee shall be given a minimum of two weeks notice of committee meeting dates by the Chair of the Committee or, preceding the selection of the committee chair, by the Department Chair or equivalent.

 

  • The Committee Chair shall be elected by a majority vote at the first committee meeting.

 

  • A 2/3 majority of the Committee shall constitute a quorum for all meetings of the Committee.

 

  • The candidate shall be invited by the Committee to make a 1/2-hour presentation focusing on past and present teaching, clinical and service activities followed by a general discussion with the candidate.

 

  • All considerations of the Committee shall be based on the material compiled in the dossier. New materials obtained during the deliberation of the Committee, other than those defined as confidential, shall be accessible to the candidate. Unsolicited material will be handled as outlined in the Faculty Handbook.

 

  • All members of the Committee shall be eligible to vote.

.

  • Members of the Committee shall not be eligible to vote on a specific candidate unless they have been present at all meetings that relate to the candidate. Absentee ballots are not permitted unless the meeting has been designated to involve voting without further discussion of the candidate.

 

  • Voting shall be by secret ballot. Sealed ballots, when appropriate, must be submitted prior to the Committee vote.

 

  • Members of the Committee shall vote a simple yes/no based on submitted materials and stated criteria for promotion. A simple majority of "yes" votes constitutes a positive recommendation and the candidate shall be informed in writing of the results.

 

  • A copy of the Committee's written report shall be given to the candidate. The candidate will have the opportunity to append a written response to the report within five working days.

 

  • The Committee report and any candidate response will be appended to the dossier and forwarded to the Department Chair or equivalent for further review.

 

  • The Department Chair or equivalent shall prepare a written evaluation of the candidate which shall be shared with the committee and candidate.

 

  • The candidate shall have the right to review and append a response to the evaluation within five working days. The report and candidate response will be added to the dossier and shall be forwarded to the School (where applicable) and College Dean.

 

  • The School Dean (where applicable) and College Dean shall prepare written evaluations of the candidate which shall be shared with the candidate. The candidate shall have the right to review and append a response to the evaluation(s) within five working days.

 

  • The dossier, including the School and College Deans' reports and recommendations shall be forwarded to the Provost for decision on promotion. In reviewing a promotion recommendation, the Provost may also consider University need and available funding.

 

6.  Denial of Promotion

 

  • Candidates denied promotion shall have the opportunity to develop a plan for improvement based on the feedback provided by the committee reports.

 

  • Candidates shall be eligible to reapply for promotion at a later date. The candidate shall be re-evaluated no sooner than six months after the improvement plan has been developed and implemented.

 

  • If a candidate believes that a procedural violation has occurred in connection with his or her promotion, he/she should contact the Provost's Office.

 

 

 

VII. ELIGIBILITY for Tenure Positions

Clinical faculty positions are renewable non-tenure track positions. However, in some special circumstances clinical faculty may be permitted to apply for available tenure track positions.  When a clinical faculty member applies for an available tenure track position, his/her service as
a clinical faculty member can not be counted as part of the probationary period in determining when tenure consideration will take place.  If a former clinical  faculty member who has been appointed to a tenure track position is not awarded tenure or chooses not to be considered for tenure at the conclusion of his/her probationary period, he/she can not revert to the clinical  faculty position, but will receive a terminal contract for the following academic year. Any change to the tenure track status must be approved by the Department Chair or equivalent, the School and College Deans, and the Provost.

 

Note:  This document was adopted and modified from the Clinical Faculty promotion document of the Oregon State University.

Clinical Faculty Document Rvsd 02_17_10.doc

 

I. GENERAL PURPOSE

 The purpose of these guidelines is to provide criteria and procedures for appointment, evaluation and promotion of clinical faculty at Northeastern University.  These guidelines serve to define and differentiate clinical faculty appointments from tenure track faculty appointments.

II. ACADEMIC POSITIONS

Northeastern University recognizes several faculty categories, as described in its Faculty Handbook. Each faculty category is defined with unique responsibilities and expectations for faculty employed within the specific faculty group. Nothing in this document is intended to imply a hierarchy of importance among faculty groups. This document defines the broad range of responsibilities of clinical faculty at Northeastern University and serves to provide guidance to such faculty in assessing the appropriateness and value of their activities.

Clinical Faculty
Northeastern University's mission is to educate students for a life of fulfillment and accomplishment; to create and translate knowledge to meet global and societal needs. Educational excellence in the health professions requires that a segment of the faculty devote a significant proportion of their time to teaching and clinical service. It is through their clinical expertise that clinical faculty are able to translate practice into their classroom and experiential activities. The clinical classification is to be used only for faculty who are engaged primarily in clinical teaching and practice. The primacy of the role of teaching for clinical faculty is clear and fits the mission of Northeastern University.

Clinical faculty may hold the following non-tenure track ranks:

  • Clinical Instructor
  • Assistant Clinical Professor
  • Associate Clinical Professor
  • Clinical Professor

In addition to teaching, clinical faculty/tenure-track faculty ratios: No unit within the College may have a majority of the faculty employed in the clinical track. Employing clinical faculty beyond this limit must be authorized by the College Dean and approved by the Provost.

Clinical faculty are expected to engage in department, college and university service. Scholarship in its broadest sense is a secondary role and, in general, should be of an applied nature that focuses on and contributes to the advancement of teaching and clinical practice. Most clinical faculty will likely have some percentage of effort assigned in each area of teaching, clinical service, university service and scholarship; however, conducting independent research shall not be a requirement of clinical faculty. Clinical faculty are not eligible for tenure.

III. PROCEDURES FOR INITIAL APPOINTMENT

The process for identifying and evaluating candidates for initial appointment to clinical positions follows the same faculty search committee procedures as for tenure track appointments. Announcements and position descriptions will clearly state the nature of and qualifications for the position.

Initial clinical faculty appointments at any rank are fixed-term, one-year renewable appointments. Reappointment decisions are at the sole discretion of the university, consider several factors, and are based on annual performance reviews and the continued ability of the clinical faculty to meet or exceed minimum standards. Candidates for initial appointment to the clinical track at any rank are expected, at a minimum, to demonstrate excellence and effectiveness in clinical practice, teaching and educational development, and service as appropriate to the discipline. Prior involvement in scholarly activities is desirable, but not required. Candidates for initial appointments at the assistant/associate or full clinical rank must hold an earned doctorate and meet or exceed expectations for faculty promoted to that rank as defined under Item V. Promotion.

 

IV. RESPONSIBILITIES AND EVALUATION

The annual merit review and reviews for promotion will focus on the following areas of responsibility:

Teaching
Teaching is the primary faculty assignment, and demonstrated excellence and effectiveness in teaching is an essential criterion for appointment, advancement and promotion. Clinical faculty engage in a variety of educational activities that may include teaching didactic courses and laboratories, and supervising the clinical work of undergraduate and graduate students. They may also be called upon to provide non-credit programs and workshops, distance-learning programs, seminars, and continuing education programs. Faculty must demonstrate command of their subject matter, continuous mastery of their subject fields, and ability to organize material and convey it effectively to students. Evaluation of teaching is based on a combination of peer evaluations, student or participant evaluations, and review of teaching materials. Peer evaluations should be based on both observation of teaching and review of course-related materials. It is expected that the faculty member will have consistently documented excellent ratings in teaching. In addition to teaching evaluations, evidence of teaching excellence might include:

  • instructional methods and/or innovative courses that are considered critical for the success of the educational program.
  • instructional materials that are adopted by other institutions.
  • requests for consulting services involving teaching methods
  • demonstrations that teaching activities have significantly influenced student learning and, if applicable, patient care.
  • Awards for teaching excellence within the university, from professional associations or from regional or national organizations.
  • Bibliography of publications or invited presentations associated with teaching.

Documentation:
Clinical faculty must demonstrate effectiveness and professional development in clinical teaching. Teaching effectiveness and excellence may be demonstrated in the merit document and promotion dossier through:

1. Teaching evaluations
Summary of standard university teaching evaluations and other available teaching evaluations must be included for all courses taught. Include explanation for any missing evaluations.

2. Record of advising and clinical supervision activities
Faculty involvement in advising students is an essential part of the teacher/learner relationship. Clinical faculty may have significant assignments for serving as advisors for students. These duties may include but are not limited to student group advising, career development advising, and academic advising.

3. Peer evaluations
Evaluations should be conducted over a period of time sufficient to document progress.
4. Self evaluations

5. Teaching portfolio
A teaching portfolio should include a sample syllabus, sample copies of exams, evaluation and assessment methods, and samples of student work.

6. Teaching awards

7. Authorship of textbooks or other teaching materials

8. Development of online courses in addition to traditional teaching roles

9. Participation in seminars

10. Participation in visiting faculty or faculty exchange programs

11. Evaluation of programs for practitioners or other university constituencies

 

Clinical Service
Clinical service and expertise is also recognized as an important component of a clinical faculty member's career development and position responsibilities. The clinical faculty's role at Northeastern University may include the application of clinical knowledge to influence the delivery of health care positively for patients. However, because of the variability in areas of expertise and training as well as in assigned role functions, clinical expertise may be demonstrated in the laboratory setting, healthcare facilities, other practice settings or classrooms, or through clinical administrative activities within the college, school, or department. Clinical faculty who have direct responsibility for patient care as part of their teaching role must provide evidence of the effect of their work on healthcare outcomes within their practice setting or with a specific patient population.

Documentation:
Clinical faculty must maintain steady professional development in their practice area. Demonstration of continued professional development and clinical expertise is a necessary component of the review process. Evaluation of continuous professional development in clinical service is based on a variety of sources that may include:

1. Documented clinical interventions and outcomes

2. Self-evaluation of practice activities

3. Peer evaluations from individuals both on and off campus who are familiar with the faculty member's practice activities and clinical expertise

4. Data showing that the clinical practice has had a positive effect on healthcare outcomes within a practice setting or with a specific patient population

5. Recognition by peers locally, regionally, or nationally, commensurate with the clinical faculty member's academic rank

6. Recognition or awards based on practice activities

7. Description of practice-related activities in peer-reviewed journals

8. National board certification within practice area

9. Requests for consulting services

10. Any other evidence that demonstrates the quality of the application of clinical expertise (e.g., authored clinical protocols, invited presnetations)

University and Public Service
All faculty are expected to engage in service to the department; college and university; the community; and the professional discipline.

Documentation:
It is the responsibility of the faculty member to provide documentation of service. Evidence may include:

1. Committee/task force memberships, committee/task force chair positions

2. Recruitment of faculty and students

3. Mentoring students and student groups

4. Faculty mentoring

5. Service in faculty governance

6. Service to the professional discipline is identified by time, impact and effort given to local, state, regional, national, or international professional organizations and publications (e.g., journal reviewer or service on editorial boards)

7. Public service related to the faculty member's professional expertise or activities that significantly foster university relations is valuable in annual merit reviews and promotion decisions. Examples include health-related community service projects, invited presentations to the public, and consultation with community healthcare agencies.

Scholarship and Professional Development
Participation of clinical faculty in scholarship activities is encouraged. Scholarship conducted by clinical faculty should support the teaching and clinical service goals of the department. For clinical faculty, scholarship is defined broadly and understood to be intellectual work that is visible, communicated externally and validated by peers. In the case of clinical faculty emphasis is placed on scholarly work that brings peer recognition to them as practitioner-educators.

The appropriateness and importance of the type of scholarship clinical faculty may engage in will vary with the expectations of the position. The level and type of scholarly expectation differs significantly from that expected of tenure-track faculty. There is no expectation for a major, focused program of original research (i.e., the scholarship of discovery) in the clinical ranks.

 

Documentation:
Scholarship for clinical faculty represents ongoing professional development. There does not need to be a separate section in the dossier for scholarship. Scholarship that supports teaching may be placed in the teaching section and scholarship in clinical service may be placed in the service section. Evidence of scholarship may include:

1. Published evaluations of novel approaches to teaching

2. Published evaluations of teaching methodology

3. Evaluation of innovative approaches to teaching in clinical settings

4. Evaluations of patient-care services, program development and innovation, outcomes of innovative programs and/or services

5. Evidence of external transfer of innovative teaching and/or clinical service models

6. Authorship of professional practice guidelines and publications of textbooks, book chapters, monographs, videotapes, extended learning materials, or other educational materials

7. Invited presentations, poster and podium presentations, and published abstracts

8. Consultation to government agencies, industry, or professional groups

9. Competitive grants or contracts for teaching, practice, or service programs

10. Authorship in peer reviewed publications

Annual Review
Faculty members in the clinical track will be evaluated annually by their respective department or unit, utilizing the university's annual merit review process. The primary evaluation criterion will be assessment of the individual's teaching. This review will be informed by reviewing student teaching evaluations, peer observations and other applicable documentation of teaching. The review will also include an evaluation of the faculty member's service and, where applicable, scholarly contributions. Service contributions may vary, but will generally include student advising, course administration, committee work and/or clinical service.

V. PROMOTION

As part of the annual performance review process, department chairs or unit heads will discuss with clinical faculty members their eligibility and current progress toward promotion. When a clinical faculty member wishes to be considered for promotion, he or she will notify the department chair or unit head and will then prepare a dossier for review. Reviews and recommendations will follow the procedures developed by the university, college and/or unit. The Provost will make the final decision on clinical faculty promotions.
Candidates for appointment or promotion to the rank of assistant clinical professor and above are expected to demonstrate a balance of accomplishment and competence in clinical practice, teaching and educational development, scholarship, and service to the department, college and profession. Further, they are expected to have established a local, regional or national reputation as making significant contributions appropriate to the rank and discipline. Generally, faculty at the assistant clinical rank may apply for promotion to associate clinical professor after they have completed six full-time years as an assistant clinical professor at Northeastern University. Candidates may be considered for early promotion to a higher rank (Assistant to Associate) with sufficient documentation of evidence for meeting the criteria for that rank. In appropriate cases, candidates may be granted credit based on service elsewhere. To qualify for credit, such service must have been either in a similar full-time capacity with faculty status at an institution of higher learning, or other relevant professional service which the Provost deems acceptable for this purpose. At the time of the initial appointment at Northeastern, the clinical faculty member will be informed in writing of the exact number of years comprising their credit.

As outlined above, a positive recommendation for promotion is based primarily on demonstrated excellence in teaching and strong service. Promotion must consider the candidate's potential for continued professional development and future contributions to the teaching and clinical service goals of the unit. Scholarship that supports teaching and clinical service will also be considered, if applicable. The general categories for evaluation and types of documentation considered in the promotion process are noted in this document under item IV, Responsibilities and Evaluation. Additional expectations within the respective ranks are noted below.

Upon promotion to or reappointment as associate clinical professor, appointments will be for periods of three years. To be considered for promotion to clinical professor, there is an expectation that faculty demonstrate continuous faculty professional development, productivity and achievement in teaching, clinical service, and scholarship as an associate clinical professor. Upon promotion to or reappointment as clinical professor, appointments will be for periods of three years.

Criteria for Promotion from Clinical Instructor to Assistant Clinical Professor

Promotion from the rank of Clinical Instructor to Assistant Clinical Professor is based on evidence of the candidate's:

  • earned doctorate appropriate to the assigned duties
  • special skills or experience needed in the unit
  • an exceptional record of achievement in the assigned duties

Criteria for Promotion from Assistant Clinical Professor to Associate Clinical Professor
In general, promotion to Associate Clinical Professor recognizes achievement of statewide, regional, or national recognition as a practitioner-educator. Promotion from the rank of Assistant Clinical Professor to Associate Clinical Professor may be considered after six years of service. Promotion to the rank of Associate Clinical Professor is based on evidence of the candidate's:

  • creativity and excellence in teaching
  • achievement in scholarship or creative activity that contributes to the body of knowledge in clinical teaching, the practice discipline and/or delivery of health care, where applicable
  • institutional, public and professional service
  • effectiveness of the application of clinical knowledge or expertise relative to achievement of positive healthcare outcomes within a practice setting or within a patient population may be included when clinical faculty have direct patient care responsibilities as part of their teaching assignment

Criteria for Promotion from Associate Clinical Professor to Clinical Professor
In general, promotion to Associate Clinical Professor requires achievement of local, regional, or national* recognition as a practitioner-educator. Promotion from the rank of Assistant Clinical Professor to Associate Clinical Professor may be considered after six years of service as an Assistant Clinical Professor. Promotion to the rank of Associate Clinical Professor is based on evidence of the candidate's

  • sustained excellence in teaching, with distinction in creativity and innovation
  • distinction in applying clinical expertise, as evidenced by professional recognition in the specific discipline
  • scholarly contributions within the discipline
  • exemplary institutional, public, and/or professional service
  • recognized leadership in her/his field

*Evidence of national recognition may include, but is not limited to, invited lectures at scientific and professional meetings; invited chapters in textbooks; honors and awards from national organizations; service on editorial boards or as a reviewer for professional/scientific publications; consultantships; comments from external reviewers; and elected or appointed leadership positions in professional organizations.


VI. PROMOTION PROCEDURES

The following procedures must be followed when preparing an application for promotion:

1. Candidate will submit a written request for consideration of promotion, to the Department Chair or equivalent, at the beginning of the spring term preceding the year in which the decision about promotion is to be made.

2. Department Chair or equivalent will notify the College Dean in writing of requests received.

3. The Department Chair or equivalent will constitute a Clinical Faculty Promotion Committee. The membership of the Clinical Faculty Promotion Committee shall be determined by the individual programs/departments/ schools within the following guidelines:

  • Individual programs/departments/schools may modify the membership according to their specific needs, with the approval of the Department Chair or equivalent.
  • Committee shall be composed of an odd number of faculty members (minimum of three), the majority of whom are clinical faculty at a rank higher than the candidate, elected by the full-time faculty of the department/school/college.
  • Majority of Committee members shall be faculty members of the specific programs/departments/schools; however faculty from other programs/departments/schools of the Bouvé College of Health Sciences may be members of the committee if needed or recommended by the Department Chair or equivalent in consultation with the School and College Dean.
  • Chair of the Promotion Committee shall be selected by and from Committee members before deliberation for promotion of candidate begins.

4. Candidate prepares dossier which must include:

  • Curriculum Vitae
    • Documentation of the activities described in the section on Responsibilities and Evaluation (Section IV).
  • Letters of Reference
    • The candidate shall submit names and addresses of at least five references (two internal and three external to the university).
    • The Committee shall solicit letters from three of the references submitted by the candidate relating to the following: clinical skills, teaching ability, and scholarly/professional activity if appropriate. Unsolicited references should be handled according to the Faculty Handbook (Tenure and Promotion Section).

5. Procedures for Promotion Committee

  • Members of the Committee shall be given a minimum of two weeks notice of committee meeting dates by the Chair of the Committee or, preceding the selection of the committee chair, by the Department Chair or equivalent.
  • The Committee Chair shall be elected by a majority vote at the first committee meeting.
  • A 2/3 majority of the Committee shall constitute a quorum for all meetings of the Committee.
  • The candidate shall be invited by the Committee to make a 1/2-hour presentation focusing on past and present teaching, clinical and service activities followed by a general discussion with the candidate.
  • All considerations of the Committee shall be based on the material compiled in the dossier. New materials obtained during the deliberation of the Committee, other than those defined as confidential, shall be accessible to the candidate. Unsolicited material will be handled as outlined in the Faculty Handbook.
  • All members of the Committee shall be eligible to vote.
  • Members of the Committee shall not be eligible to vote on a specific candidate unless they have been present at all meetings that relate to the candidate. Absentee ballots are not permitted unless the meeting has been designated to involve voting without further discussion of the candidate.
  • Voting shall be by secret ballot. Sealed ballots, when appropriate, must be submitted prior to the Committee vote.
  • Members of the Committee shall vote a simple yes/no based on submitted materials and stated criteria for promotion. A simple majority of "yes" votes constitutes a positive recommendation and the candidate shall be informed in writing of the results.
  • A copy of the Committee's written report shall be given to the candidate. The candidate will have the opportunity to append a written response to the report within five working days.
  • The Committee report and any candidate response will be appended to the dossier and forwarded to the Department Chair or equivalent for further review.
  • The Department Chair or equivalent shall prepare a written evaluation of the candidate which shall be shared with the committee and candidate.
  • The candidate shall have the right to review and append a response to the evaluation within five working days. The report and candidate response will be added to the dossier and shall be forwarded to the School (where applicable) and College Dean.
  • The School Dean (where applicable) and College Dean shall prepare written evaluations of the candidate which shall be shared with the candidate. The candidate shall have the right to review and append a response to the evaluation(s) within five working days.
  • The dossier, including the School and College Deans' reports and recommendations shall be forwarded to the Provost for decision on promotion. In reviewing a promotion recommendation, the Provost may also consider University need and available funding.

6. Denial of Promotion

  • Candidates denied promotion shall have the opportunity to develop a plan for improvement based on the feedback provided by the committee reports.
  • Candidates shall be eligible to reapply for promotion at a later date. The candidate shall be re-evaluated no sooner than six months after the improvement plan has been developed and implemented.
  • If a candidate believes that a procedural violation has occurred in connection with his or her promotion, he/she should contact the Provost's Office.


VII . ELIGIBILITY FOR TENURE POSITIONS

Clinical faculty positions are renewable non-tenure track positions. However, in some special circumstances clinical faculty may be permitted to apply for available tenure track positions. When a clinical faculty member applies for an available tenure track position, his/her service as
a clinical faculty member can not be counted as part of the probationary period in determining when tenure consideration will take place. If a former clinical faculty member who has been appointed to a tenure track position is not awarded tenure or chooses not to be considered for tenure at the conclusion of his/her probationary period, he/she can not revert to the clinical faculty position, but will receive a terminal contract for the following academic year. Any change to the tenure track status must be approved by the Department Chair or equivalent, the School and College Deans, and the Provost.

Note: This document was adopted and modified from the Clinical Faculty promotion document of the Oregon State University.

Clinical Faculty Document Rvsd 02_17_10.doc