1 Clinical Promotion: Reinforcing Your TeamElaine Mormer, PhD, CCC-A Associate Professor Audiology Clinical Education Coordinator School of Health and Rehabilitation Sciences University of Pittsburgh Marilyn Wark, MA, CCC-SLP Clinical Professor Director of SLP Services School of Communication Sciences & Disorders University of Memphis
2 Disclosures Elaine Mormer Marilyn Dunham WarkFinancial: Paid an honorarium and waived registration fee from CAPCSD; travel provided by the University of Pittsburgh Non-Financial: None Marilyn Dunham Wark Financial: Paid an honorarium and waived registration fee from CAPCSD; travel provided by the University of Memphis Non-financial: None
3 Continuum of Promotion TracksInstructor Assistant Professor Associate Professor Traditional Academic Ladder Clinical Ladder Teaching Ladder Flat Ladder Clinical Instructor Clinical Assistant Professor Clinical Associate Professor Clinical Professor Specialist Staff Clinical Supervisor Hey you Instructor Lecturer Senior Lecturer Master Lecturer There seems to be a continuum of academic career ladders applied to CSD programs. These range from the traditional to traditional clinical to “teaching” ladder, to programs where the clinical educators have no well defined ladder…. These are just examples of some They are all just a little bit different Associated with traditional research promotion/tenure Clinical ladder became more popular in the 90’s The lecturer track is associated with focus on teaching A number of programs have no clear ladder for clinical educators… Let’s find out how many of us fit into these categories, with a polling question I just saw this title today Associate Professor of Practice, On-Campus Clinic Coordinator University of Nebraska-Lincoln - MW
4 Who has a promotion track available…?Set up your phone to answer a polling question: Send the following text to the number 22333: CIDDECS OR Pollev.com\CIDDECS Other possible questions: Who is planning or considering a promotion track? Is your track or will your track be tenure or non-tenure
5 Who CAPCSD says we are 2016 Salary Data On academic side, mostly Assistant and Associate Professors On clinical side, majority are Lecturer, some Assistant Prof, many more “other”
6 Existing Models of Promotion Paths & ExpectationsUniversity of Memphis Established in 2003 for Clinical Faculty Non-tenured Clinical Faculty ranks Clinical Assistant Professor Clinical Associate Professor Clinical Professor Show excellence in Teaching, Scholarship, Service
7 Existing Models of Promotion Paths & ExpectationsUniversity of Pittsburgh No differentiation between Clinical and Academic Faculty EXCEPT Tenure Show excellence in Teaching, Scholarship, Service So far, only limited to Doctoral level faculty Masters level Clinical Instructors: Not on promotion track
8 Existing Models of Promotion Paths & ExpectationsPrograms with unclear or absent promotion paths Northeast Ohio AuD Consortium (NOAC) (Univ of Akron) Duquesne University San Diego State Your examples…?
9 Organizing for Institutional Change- MemphisWhy consider a promotion process? What are the advantages and disadvantages of adopting the process? What is the cost/benefit ratio? Tenured vs Non-tenured? What is the standard? – Longevity or productivity? What is the current structure in the University/State to support the request? Will there be a financial bonus when promoted?
10 Organizing for Institutional Change- MemphisAre all clinical faculty expected to participate? How do we form a committee for the first reviews without clinical faculty of rank to sit on the committee? Are all clinical faculty initially assigned to the rank of assistant? Will there be external reviewers who can judge the clinical faculty appropriately (this was in 2000)?
11 Developing the Process - MemphisCommittee of academic and clinical faculty University’s Faculty Tenure and Promotion used as a guide Required discussion Job description Teacher evaluation methods and procedures Definitions and examples of evidence appropriate for clinical faculty, e.g. teaching, service, scholarly and creative activity, etc. Considerations for positions that are more administrative The membership of the review committee Transition process
12 Concerns Clear instructionsDifferent expectations from external reviewers? Clear instructions Academic faculty’s acceptance of the proposal? Mindful approach - Culture of limited competition Adverse effect on group dynamics? Fostered inclusion, respect and support
13 Outcome Program Individual RecruitmentSolved primary issue Established a standard of excellence Upper Admin support & respect External recognition of program’s quality Individual Allows for advancement & salary increase External review helpful & confirming Respect of academic faculty Voluntary Recruitment New faculty Advancement based on merit is attractive Culture of excellence
14 Advocating for Individual Change- U of PittSalary changes market driven Leadership changes >>>>policy changes Rank related to Academic degree? Varies across departments in the school
15 Mentoring Clinical Educators Towards Promotion
16 Characteristics of Effective MentorsAltruistic Active Listeners Experience with “the system” Honesty Accessible Characteristics of Successful and Failed Mentoring Relationships: A Qualitative Study Across Two Academic Health Centers Qualitative study via interviews with 54 faculty members Altruistic- truly focused on the mentees success, not about herself Active Listener- truly engaged and focused with the mentee during all sessions Experienced: knows the system and the “culture” of the system e.g. those aspects of the system that may not be explicitly stated in guidelines Honesty- able to say “that might not be the best idea” Accessible- Available in person, , online. Should have a schedule of meetings Straus et al, 2014
17 Mentor Role and FunctionGuide and support the individual Focused on professional and personal development Assist in developing measurable goals Creating opportunities and introductions…opening doors Helping mentees navigate the institution Maintain Confidential Examples of each- Guide and support the individual - help them to negotiate the system Focused on professional and personal development - include work and life balance Assist in developing measurable goals- give examples of measures to set e.g. two presentations per year Creating opportunities and introductions…opening doors- introduce to influential people, give assignments that will give exposure Helping mentees navigate the institution- inside info on who has power and influence and what the culture is like Maintain Confidential- not gossiping, not sharing info with staff or other faculty UCSF Faculty Mentoring Program, 2012
18 Putting it into Practice- ExamplesTwo years from Application Annual Evaluations Description of the promotion option Collection of artifacts Update Vitae Set targets Discuss areas for growth Determine a plan Discuss timeline Assign a mentor Review online application process New Hire
19 Planning the Promotion PackagePersonal Statement and Summary of Accomplishments Teaching Scholarship/ Research/Creative Program Development Service/Outreach/ Advising/Mentoring/ Administration
20 Planning the Promotion PackageTeaching Scholarship Service Philosophy of clinical education Syllabi/Guest Lecture outline Examples of instructional activities Unique methods of teaching Success with marginal students Student Evaluations Presentations Reprints Continuing Education Records Specialty Recognition Research/Case studies Collaboration on grants Service Contracts Consultation Requests Committee membership/ leadership Clinic Productivity NSSLHLA/SAA Outreach (IEPs, Study abroad, etc.) Letters from clients This seems to be too much of an overlap with your next slide. I’m not quite sure that I am addressing the planning the promotional package in the way you intended. I need some feedback.
21 Promotion Inventory- What have you done?Teaching Service Scholarship Implemented feedback cards School Interprofessional committee Used clinical service data for poster at State Meeting Clinical student feedback summaries Speech/Hearing Screening Program Education Poster at ASHA Attended Flipped Classroom teaching training workshop Created Aphasia Support Group Newsletter feature on swallowing disorders Guest lecture in PT & OT classes, include feedback State Association Convention Committee Small Grant proposal for clinic equipment Excellent Peer teaching evaluation Reviewer CAPCSD Education Modules Created new clinical tool Handout Meant to be hands on exercise if time permits Make point of need to really think about everything you do! Use DALHOUSIE HANDOUT!
22 Case Study: Most common reasons for promotion failureIneffective mentoring Scant review of package Insufficient advice regarding areas of excellence to be highlighted Weak teaching feedback, not addressed by Chair or Candidate Poorly organized package! Labeling on dossier confusing Materials missing e.g. insufficient examples of strong teaching outcomes Lack of department support Failure to invest in collegial relationships Limited collaboration and good departmental citizenship Old Materials Little recent activity Materials reflected longevity vs. productivity We had one not make promotion because her work/contributions were not several years old and she hadn’t done anything recently. I’m not sure how to add that. Lack of demonstration of how weak areas were addressed e.g. improving teaching through workshop attendance and implementation of new approaches Sternberg RJ, April 2013, Self-Sabotage in the Academic Career, Chronicle of Higher Ed
23 Discussion and Wrap Up
24 Men vs. Women in Academic Medicine….Extract from Medical Schools Council (2014) A Survey of Staffing Levels of Medical Clinical Academics in UK Medical schools as at 31 July 2013