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Faculty Promotions

Promotions Checklist

To be considered for promotion, a faculty member must, at a minimum, demonstrate unequivocal peer recognition in one of the four areas of research, clinical care, teaching, or administrative service and leadership, and provide evidence of active, collaborative engagement in at least one other area. All faculty members must have a commitment to teaching students in the Zucker School of Medicine.

To be appointed as or promoted to Associate Professor, a faculty member must present evidence of peer recognition for excellence at a regional level. To be appointed as or promoted to Professor, a faculty member must present evidence of peer recognition for excellence at the national and/or international level.

Evidence through which a faculty member might demonstrate regional, national, and/or international peer recognition for excellence may include, but is not limited to:

Research
  1. Ongoing commitment to basic or clinical research, as evidenced by a strong record of peer-reviewed, first- or senior-authored publications, and/or chapters
  2. Ongoing peer-reviewed grant support from external agencies
  3. Peer recognition for outstanding research, as evidenced, for example, by:
    1. invited presentations;
    2. editorial board membership;
    3. study section membership;
    4. journal reviewership; or
    5. chapter authorship 
Clinical
  1. Ongoing commitment to clinical excellence
  2. Peer recognition as an outstanding clinician, as evidenced, for example, by:
    1. invited presentations at regional, national and/or international conferences;
    2. record of peer-reviewed and/or invited publications;
    3. editorial board membership;
    4. journal reviewership;
    5. chapter authorship;
    6. ability to draw clinical trainees;
    7. direction of a clinical consultation service or specialized clinical service that draws regional, national and/or international attention; or
    8. evaluations of outstanding clinical competency identified by professional organizations.
Teaching
  1. Ongoing commitment to teaching medical students, residents, and pre-doctoral and post-doctoral fellows, with a required teaching portfolio that captures:
    1. teaching in courses, rounds, or as a preceptor or lab mentor;
    2. development or leadership of curricular courses or graduate school conferences;
    3. qualitative testimonials and quantitative, objective evaluations from residents/fellows as to teaching excellence;
    4. qualitative testimonials and quantitative objective evaluations from students/postdocs as to teaching excellence;
    5. teaching awards; or
    6. commentary based upon direct observation
  2. Peer recognition as an outstanding teacher, as evidenced, for example, by:
    1. invitations to speak at regional, national and/or international meetings;
    2. record of peer-reviewed and/or invited publications; or
    3. invitations to serve on committees of regional, national and/or international professional organizations (e.g. RRC committees, clerkship directors).
Service Administration/Leadership
  1. Ongoing commitment to leadership and leadership development in academic medicine, as evidenced by:
    1. appointment as deans, department chairs, division directors, section chiefs, or heads of Centers of Excellence;
    2. leadership of school, department, division, or hospital committees; or
    3. organization of a clinical service (e.g. division or section) or collaborative research program.
  2. Peer recognition as an outstanding leader, as evidenced, for example, by:
    1. invited presentations at regional, national and/or international conferences;
    2. record of peer-reviewed and/or invited publications; or
    3. service as an officer or on committees of regional, national and/or international professional organizations.