Appointments and Promotions

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• Overview
• Appointments and Promotions to Senior Ranks on the Tenure Track and on the Clinician-Educator (non-tenure) Track
• Probationary Period to Tenure
• Process of Appointment and Promotion
• Guidelines for Evaluating Faculty for Appointments and Promotions
• Supporting Documentation

Overview

Vanderbilt University School of Medicine uses predominantly five tracks for appointment of individuals to the full time faculty. They are:

• The Research Track (non-tenure) is used for faculty involved in time-limited research programs with no or minimal teaching responsibilities. Appointment and promotion on this track are determined by the Chair of the Department. Click here for more information
• The Assistant/ Associate Track (non-tenure) is for faculty whose discipline is not formally represented in the organization of the department, e.g., social work, nursing, but who contribute to the mission of the school. Appointment and promotion on this track are determined by the Chair of the Department.
• The Medical Center Clinician Track (non-tenure) is primarily for faculty who contribute to the service mission of the School. Appointment and promotion on this track are determined by the Chair of the Department.
• The Basic Science Investigator/Physician Scientist Investigator Track (tenured and tenure track) is used for faculty with major efforts in research and teaching. Appointments and promotions to senior ranks on this track are subject to review by the processes defined below.
• The Basic Science Educator/Clinician Educator (non-tenure) Track is used for faculty with major efforts in teaching and service. Appointments and promotions to senior ranks on this track are subject to review by the processes defined below.

Click here for track comparison chart

Appointments and Promotions to Senior Ranks on the Tenure Track and on the Clinician-Educator (non-tenure) Track

The Basic Science Investigator/Physician Scientist Investigator (tenure track), and the Basic Science Educator/Clinician Educator (non-tenure track) are the most commonly used tracks for appointments to the full time faculty. Over 80% of all full time appointments are on one of these two tracks. Appointments and promotions to the senior ranks on these two tracks are initiated within the faculty member's department and evaluated by the Committee on Faculty Appointments and Promotions in the School of Medicine and recommendations made to the Dean and the Executive Faculty. This site has been designed to assist faculty members in understanding the criteria required for appointment and promotion on these two tracks and to assist in the preparation of the supporting documentation used by the committee in its evaluations.

On both the Basic Science Investigator/Physician-Scientist Investigator (tenure track) and Basic Science Educator/Clinician-Educator (non-tenure track), teaching is an important criterion for appointment and promotion to senior ranks. Teaching is one of the core missions of the School of Medicine, and can take numerous formats and involves a variety of learners. Teaching occurs in lectures, small discussion groups, during clinical rounds and procedures, and in the context of research training and mentoring. Faculty participate in the education of medical and graduate students, allied health professionals, residents and post-doctoral fellows, practicing physicians, and to others in the community.

Faculty on both of these tracks make unique contributions to the institution and are awarded identical titles - Instructor, Assistant Professor, Associate Professor, and Professor. The distinction between the two tracks is reflected in the different criteria required for promotion.

Promotion on the Basic Science Investigator/Physician Scientist Investigator, tenure track, requires (1) excellence in research, scholarship, or creative expression in one's discipline of sufficiently high quality to gain favorable recognition within their discipline at the national level; (2) a high level of effectiveness in teaching, and (3) satisfactory performance in the area of service.

The Basic Science Educator/Clinician Educator, non-tenure track, recognizes faculty members whose professional service and teaching contributions are of such high quality that they are essential to the academic mission of the school. This track differs from the tenure track in that achievements in service and teaching form the major basis for appointment and promotion. Promotions can be attained when the candidate performs in an exemplary fashion in one area and is deemed competent in the other. The candidate's performance must extend beyond the routine and must reflect special contributions to the School's mission. These contributions must be pursued in a documented scholarly manner.

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Probationary Period to Tenure

(NOTE: PROBATIONARY PERIOD EXTENSION)

IN THE SCHOOL OF MEDICINE, appointment as an Assistant Professor on the tenure track requires that the faculty member be evaluated and approved for tenure within 9 years of the time of appointment. An extension of this period for up to 2 additional years can be obtained upon request if adequate justification is provided. Acceptable justification for extension of the probationary time to tenure includes but is not restricted to significant clinical activities and maternity leave. Department chairs submit requests for extensions on behalf of the faculty member. Decisions on such requests are made by the Dean with the advice of the Executive Faculty of the School of Medicine. The awarding of tenure usually accompanies promotion to the rank of Associate Professor for faculty on the tenure track.

There are no time limits for promotion to Associate Professor on the Basic Science Educator/Clinician Educator non-tenure track.

There are no time limits for promotion from Associate to full Professor on either track. Note that appointment to the Basic Science Educator/Clinician Educator, non-tenure track does not preclude the attainment of tenure at the Professor level if qualifications for tenure are met within the time limit defined by the probationary period for tenure.

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Process of Appointment and Promotion

Recommendations for appointments and promotions on both tracks originate with department chairs, who act with the advice of Departmental Appointments and Promotions Committees. These committees consist of all full-time tenured full professors within a department or in the case of large departments at least six full-time tenured full professors. Recommendations from the Chairs are forwarded to the Dean, who seeks the advice of the Committee on Faculty Appointments and Promotions of the School of Medicine. This committee consists of nine faculty members at the rank of Professor representing diverse disciplines within the School of Medicine and from both tracks. Upon favorable recommendation of this committee, the Dean forwards the recommendation to the Executive Faculty of the School of Medicine, which acts on behalf of the faculty of the School of Medicine in making a decision on the recommendation. Recommendations acted on favorably are forwarded to the Vice Chancellor for Health Affairs. In the case of faculty on the Basic Science Educator/Clinician Educator track the Vice Chancellor gives final approval or disapproval. In the case of promotions to tenure of faculty on the Basic Science Investigator/Physician Scientist Investigator track, the Vice Chancellor for Health Affairs obtains a procedural review of the recommendation by the Medical Center Promotion and Tenure Review Committee. The Vice Chancellor forwards recommendations for tenure to the Chancellor, who requests endorsement by the Board of Trust. Appointments to tenure are not official until approved by the Board of Trust. Negative decisions for promotion on either track may be appealed by the department chair or by the faculty member according to the procedures in the Faculty Manual.

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Guidelines for Evaluating Faculty for Appointments and Promotions

A. Criteria for Appointment to the Tenured Ranks of Associate Professor and Professor on the Basic Science Investigator/Physician Scientist Investigator Track

For the award of tenure, Vanderbilt requires (1) excellence in research, scholarship, or creative expression in one's discipline of sufficiently high quality to gain favorable recognition within one's discipline at the national level and (2) a high level of effectiveness in teaching. Vanderbilt expects the quality of achievement in research, scholarship, or creative expression and in teaching to be equivalent to that required for tenure at other major research universities. In addition, Vanderbilt expects satisfactory performance in the area of (3) service for the award of tenure.

1. Research, Scholarship or Creative Expression

Research or scholarship is a sine qua non of all tenured academic appointments. The conduct of research of high quality or other evidence of scholarship or creative expression is a necessary requirement for advancement. Research and/or scholarship includes the discovery, development, and dissemination of new knowledge or understanding regardless of whether this takes place in a laboratory, clinical or teaching setting. Scholarly activity may also consist of innovative conceptualizations or novel solutions to health care problems that receive national recognition. Candidates are considered for tenure who have already achieved and who show promise of continuing to achieve a high level of excellence in their contributions to their discipline or profession. By the time of tenure review, they must have completed and made available research, scholarship, or other original contributions of such high quality as to gain favorable recognition within their discipline at the national level. Such recognition will usually be based on the unique and creative nature of the candidate's contributions.

Tenure may be awarded to faculty members who meet the criteria identified above for promotion to associate professor and for whom there is evidence that continuing and sustainable resources will be available to support their future scholarly efforts. The nature of this funding may vary from discipline to discipline. It will be the responsibility of the department chair recommending tenure (1) to show that there has been a consistent pattern of support for the candidate's research and scholarly efforts and (2) to provide evidence and assurance that continuing and sustainable resources will be available to support the candidate's future scholarly efforts.

Appointments and promotions to associate professor without tenure on the tenure track. Appointment or promotion to the rank of Associate Professor on the tenure track will in most instances be accompanied with the awarding of tenure. There are instances, however, in which faculty members have established a national reputation based on significant, original, and creative contributions to their discipline, but have not yet established a pattern of program development that gives assurance that continuing and sustainable resources will be available to support their future scholarly activities. Under such circumstances, faculty members may be recommended for appointment or promotion to the rank of associate professor, with the recommendation and decision on tenure deferred until the needed evidence for continuing and sustainable resources is available.

Approved by Executive Faculty Committee 12/03

Certain types of activities are generally recognized as demonstrative of an individual's stature in research or scholarship.

1. The conduct of meritorious, independent and original research and/or scholarship in a sustained fashion that makes a significant contribution to new knowledge. This activity may be assessed in a number of ways.
   1. Identification and evaluation by leaders in the field of the specific contribution of the individual, the importance of the contributions, and an assessment of the investigator's stature within the scientific community.
   2. Sustained publication of independent research and/or scholarly writings in the leading peer-reviewed journals of the individual's area of endeavor. Quality rather than quantity of publications is important. Vanderbilt recognizes the critical importance of collaboration ("team science") in research and scholarly activity and that the contributions of middle authors in multi-authored publications are often seminal and of the highest quality. When the research and/or scholarship is pursued in a collaborative fashion and results in multi-authored publications, the specific contributions of the candidate must be clear and significant. The candidate 's role can be described via the Critical Reference Form (pdf format or MSWord ) that must be included in the promotion dossier. In addition, the Chair, the manuscript's senior author, and external correspondents can make an assessment of the quality and impact of a middle author's contribution.
   3. Peer recognition demonstrated by invited participation in major scientific meetings; invited authorship of books, monographs, book chapters and critical reviews; the receipt of honors for scientific achievements; and election or selection to membership and/or leadership positions in professional organizations.
2. The recognition by peers of the quality of research or scholarship as indicated by the receipt of funding from such organizations as the National Institutes of Health, Veterans Administration, national scientific organizations, and other peer-reviewed funding agencies.
3. The attraction and training of graduate students and postdoctoral fellows in the scientific field of interest of the investigator.
4. Membership on scientific and professional advisory committees at the national and international levels, e.g., NIH study sections, National Research Council, national professional societies, and national commissions and task forces.
5. Editorial activities and regular reviewing for a learned or scientific journal.
6. The performance of patient care related activities in a manner that extends beyond routine management and is characteristic of the scholarly, creative clinician. Evidence of such a scholarly approach to clinical practice would include:
   1. Publication of major papers, chapters and books that integrate, synthesize, and summarize the clinical literature for other clinicians.
   2. Publication of case reports and other clinical articles.
   3. Introduction of innovative advances to clinical medicine, documented by appropriate publications and reflecting the individual's status as being on the "cutting edge" of issues in clinical management.
   4. Evaluation by peers from within the institution, the local community, regionally, and nationally that provides evidence of the individual's influence on clinical practice.
   5. Invited participation in clinical conferences, rounds, seminars, and similar activities outside the institution in regional, national, or international settings.

2.Teaching

Teaching has a central role within the University, and all tenured faculty are required to participate and demonstrate a high level of effectiveness in this activity. Teaching takes numerous forms. It occurs in lecture rooms, small discussion groups, seminars and laboratories; in the supervision of medical and graduate students and postdoctoral trainees, including residents and other professionals on the campus and in the community, and within the hospital setting, at the bedside, and during clinical rounds. To meet tenure standards in teaching, candidates must demonstrate a high level of effectiveness in one of any of the numerous forms that teaching takes.

The degree of documentation should be sufficient to demonstrate a "high level of effectiveness in teaching." While it is recognized that documentation of the level and degree of involvement of faculty in teaching does not necessarily indicate the effectiveness of performance, such information when collected over a period of time is a useful index of the interest, involvement, and competence of the individual as a teacher. (See the Documentation of Teaching Form in pdf format or MSWord. ) Some of the more common information used in the assessment of teaching activities and effectiveness are:

1. A record of courses taught over the past several years with information about the individual's contact time, specific contributions in multi-instructor courses, the number and type of students enrolled, and the level of subject matter covered. Included in this category is participation in lectures, laboratories, seminars, conferences, tutorials and other similar activities.
2. Documentation of the extent of non-classroom teaching over the preceding years, such as supervising and advising medical and graduate students, residents, and postdoctoral fellows; presentations at various clinical rounds; and bedside teaching.
3. Description of special contributions made toward achieving the teaching goals of the department and the school.
4. The individual's role in the development and planning of current and new courses, or new and effective approaches to teaching as exemplified by manuals, textbooks, audiovisual aids, curriculum development, and other special accomplishments.
5. Evaluations of the individual's effectiveness as a teacher, as assessed formally and informally by students, graduates, house staff and peers. Such evaluations might address:
   1. command of and enthusiasm for the subject, including the continuous inclusion of new knowledge;
   2. effectiveness in organizing and clarity in presenting material;
   3. ability to guide and evaluate student learning, to arouse student curiosity, to stimulate student creativity; and,
   4. sensitivity to the needs of students. Testimonials should be representative and balanced, and should reflect a consistent pattern over a period of time. Care must also be taken to distinguish effectiveness from popularity.
6. Invited participation in extramural teaching activities at the regional, national, and international levels, as exemplified by major involvement in selected workshops and symposia and by the presentation of honorary lectures and visiting professorships.
7. The receipt of individual awards and honors specifically recognizing teaching skills.

3. Service

Faculty members have obligations in such areas as internal governance, university outreach, patient care and other professional services to the university and community, and contributions to professional and learned societies. Vanderbilt expects its tenure track faculty to assume a fair share of such service and to perform it at least satisfactorily.

Appointment and Promotion to Full Professor, tenure track. The standards applicable for promotion to full Professor are the same as those specified above for consideration for the award of tenure at the rank of associate professor except that the indicators of excellence in scholarship shall be substantial and more completely developed. The expectation is that full professors at Vanderbilt are regarded nationally or internationally as leading figures in their field. Time in position is not sufficient justification for promotion to Professor, and a record of enhanced productivity subsequent to the previous promotion is required. Promotion to the position of Professor with tenure can occur from either the tenure track or the Basic Science Educator/Clinician Educator Track. The same criteria are used to judge the suitability for promotion to tenure from both tracks.

B. Criteria for Appointments to the Ranks of Associate Professor and Professor on the Basic Science Educator/Clinician Educator Track (non-tenure)

The Basic Science Educator/Clinician Educator Track for the School of Medicine provides an alternative path for faculty members whose professional service and teaching contributions are essential to the academic mission of the school and whose appointments are renewable for specified periods of time. The non-tenure track differs from the tenure track in that significant achievement in service and teaching form the major basis for appointment or promotion. Promotions can be attained when the candidate performs in an exemplary fashion in one area (service or teaching) and is deemed competent in the other. The academic contributions of faculty promoted to the senior levels on the non-tenure track must be pursued in a scholarly manner documented by a record of publication in scholarly journals. Faculty appointed to these positions usually have authored or co-authored an average of over 20 articles, reviews, or book chapters.

1. Service

Achievement in service sufficient for promotion on this track must be of such a nature as to make significant, special contributions to the missions of the school. Time in rank is not sufficient justification for promotion or appointment to senior ranks on this track. Such achievement might take the following forms:

1. Provision of exemplary clinical care of such nature as to serve as an excellent role model for students and residents. Documentation might include:
   1. Letters of evaluation from other recognized leaders in the field that cite the candidate's achievements and provide an explanation for the candidate's reputation.
   2. Invited participation in clinical conferences, rounds, or seminars outside the institution.
   3. Publication of case reports.
   4. Evidence of influence on the practice of medicine not only within the institution but also at regional or national levels as reflected in the individual's clinical referral and consultative activities.
2. Performance of patient care related activities in a manner that extends beyond routine management and is characteristic of the academic clinician. Documentation might include:
   1. Publication of manuscripts, chapters, and/or books that integrate, synthesize and summarize the clinical literature for other clinicians. When these publications are co-authored by several individuals, the specific contribution of the faculty member being considered for promotion should be described in the promotion dossier by either the Chair, senior author(s), or external correspondents. In addition, t he candidate can describe their role as middle authors in publications via the "Critical References Form" that must be included in the promotion dossier.
   2. Introduction of innovative advances to clinical medicine which reflect the candidate's status as being on the "cutting edge" of clinical management.
   3. Participation in establishing and maintaining regional and national standards of care and management as evidenced by membership on a specialty board, residency review committee, regional or national commissions, examination committees.
   4. Successful participation in federal and industry-sponsored clinical trials.
   5. Objectively measured achievements in quality and process improvement projects or programs that enhance efficiency, patient safety, and processes of care.
3. Development of new programs or significant enhancements of established programs. Such programs may include not only clinical programs, but also programs of importance to other missions of the institution.
4. Special contributions to the Medical School and University in such areas as internal governance, policy development, and University outreach beyond those customarily expected of faculty. Documentation might include:
   1. Recognition by faculty peers, as reflected by selection for significant service on important policy-making committees of the Medical Center and University. Contributions to various departmental and other University committees that are customarily expected of the faculty do not fulfill this requirement.
   2. Extramural consultation of a scientific and/or professional nature with governmental agencies, industry and other academic institutions which enhances the goals and functions of the University and Medical School.
   3. Service related to one's academic activities in community organizations that enhance the health and welfare of citizens in our region. Examples include establishing or teaching community-based educational programs. participation and leadership in health-related community-based organizations and advisory boards, and participating in campus-community partnerships that serve community needs while providing learning experiences for our students, residents and postdoctoral trainees.

2. Teaching

The teaching requirement for appointment or promotion does not differ in substance from that described under tenure track appointments. These individuals should be highly effective as teachers. For those individuals proposed for non-tenure track promotion with teaching as the primary basis for promotion, information provided must include:

1. Documentation of Teaching Activities
   1. Types of teaching: classroom, seminar, lecture, bedside, tutorial, laboratory supervision, clinical.
   2. Types of trainees: medical students, graduate students, residents, fellows, continuing medical education.
2. Evaluation of Teaching Effectiveness
   1. Evaluations by Chair and peers.
   2. Evaluation by students, residents, fellows, etc.
   3. Individual awards and honors.
   4. Invited participation in extramural teaching activities at regional level.
   5. Achievements of students, residents, fellows who have been taught.
3. Educational Innovations
   1. Institution of new and effective teaching methods.
   2. Institution of new and effective methods of evaluation.
4. Publications relating to teaching and learning.

Appointment and Promotion to Professor, Basic Science Educator/Clinician Educator Track
The standards applicable for promotion to full Professor on the non-tenure track are the same as those specified above for consideration for appointment to associate professor except that the indicators shall be substantially more developed. Time in position is not sufficient justification for promotion to Professor. The candidate's sustained contributions to teaching or service must be such that they have achieved recognition at the national or international level.

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Supporting Documentation

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