Clinical Faculty
Per the Faculty Handbook “Clinical faculty track consists of faculty in the College whose work is primarily teaching in a clinical setting and as appropriate to their individual disciplines.” The Clinical faculty track is a non-tenure line. In the College, the Clinical faculty track consists of faculty members who hold clinical licenses/credentials and who may practice as clinicians in their disciplines. They are primarily hired to mentor/teach students in clinical disciplines and/or clinical settings. Clinical faculty may hold the rank
- Assistant Clinical Professor
- Associate Clinical Professor
- Clinical Professor
Faculty in the Clinical faculty track will normally be hired at the rank of Assistant Clinical Professor, but rank may be negotiated at the time of hire depending on qualifications and experience.
Clinical faculty are evaluated annually in accordance with the University Annual Faculty Performance Evaluation Policy and SOP. Units may conduct additional reviews as appropriate for multi-year contract renewals. Clinical faculty members may be employed on the basis of full-time or part-time appointments.
Clinical faculty members may negotiate a shift from a full-time to a part-time appointment, or from a part-time to a full-time appointment without loss of rank.
Percentage distribution of scholarship, teaching, service, and/or clinical responsibilities are negotiated with the Chair/Director at the time of hire in the letter of offer and annually as appropriate to meet the needs of the unit or college.
Faculty holding a Clinical Track position are eligible to apply for tenure track positions when they become available. The criteria for rank determination in the Clinical Track and the Tenure Track differ. Hence, a faculty member’s rank in the Clinical Track is not necessarily transferable to the Tenure Track.
3.1 Promotion
In all review cases, the weight given teaching must be considered in light of other demands made on the faculty member by hiring agreements or activities necessary to fulfill the unit’s mission. For example, a candidate may have been hired with the understanding that workload would include administrative responsibilities or may have received resources for scholarly activities that include a reduced teaching workload.
Specific teaching responsibilities will occur through dialogue between the faculty member, the unit Director/Chair, the Program Director, and/or the Chair of the unit’s PTC (other committee members also may be involved) and will reflect the goals and needs of the program (including interdisciplinary teaching, if applicable) and the professional goals of the individual faculty member.
The unit Director/Chair shall provide a written record of decisions that may later affect promotion decisions to the faculty member and copies retained in his/her permanent file. To this end, the candidate must maintain accurate documentation (e.g., summary notes of conversations with the Director/Chair, email correspondences) of any changes in workload and expectations that may occur during the pre-promotion period. These documents may be used in the evaluative materials submitted by the candidate at the time of review.
3.2 Accelerated Promotion
Promotion is based on demonstrated merit and impact, not solely on years of service. Although typical time periods in a given rank are usually expected (e.g., a minimum of 5 years in the rank of Assistant and a minimum 5 years in the rank of Associate), demonstrated merit, not years of service, shall be the guiding factor for promotion. Promotion shall not be automatic, nor will it be regarded as guaranteed upon completion of a typical term of service.
In rare circumstances, a faculty member may apply for promotion prior to the typical time in rank. Candidates seeking accelerated promotion are required to consult with their unit Director/Chair and unit PTC Chair by the spring semester closing date prior to submission. Faculty members who apply for promotion prior to the typical time in rank will be evaluated according to the same criteria applied to candidates with the minimum time required at rank. If accelerated promotion is not successful, the faculty member may reapply in accordance with the typical promotion timeline for the rank. Individual units may develop more stringent requirements for their respective candidates that are more specifically defined and exceed those described for accelerated promotion.
3.3 Review of Clinical Faculty
Promotion through the ranks from Assistant Clinical Professor to Clinical Professor is in recognition of the accomplishments of the faculty member being considered. All Clinical faculty members in the College are encouraged to move through the academic ranks to achieve the status of Clinical Professor.
3.3.1 Pre-Promotion Review
In addition to annual evaluations, clinical track faculty planning on applying for promotion should request a pre-promotion review. Depending on the terms and conditions of hire and the historical relationship with the College, the timeline may vary. Ideally, the review would take place in the fall term, three years prior to applying for promotion. It is noted that individual circumstances may alter the timeline. Congruent with the College’s goal of collaboration and mentorship, the Unit PTC will work with the candidate to assist in preparation and guidance for the review. It is the responsibility of the candidate to initiate this process.
The unit PTC and unit Director/Chair will review the materials in accordance with the timeline in the University Faculty Promotion and Tenure SOP. The candidate will receive a letter from the unit Director/Chair that integrates all feedback about his/her progress toward promotion. The letter will include suggestions regarding which area(s) the candidate may need to strengthen and improve. The unit Director/Chair will issue the pre-promotion review letter no later than February 15.
3.3.2 Assistant Clinical Professor to Associate Clinical Professor
Depending on the terms of hire and the standards of the academic unit, promotion from the rank of Assistant Clinical Professor to Associate Clinical Professor will be based on one or more of the following and should be consistent with the workload and defined clinical responsibilities for the faculty member:
a. Teaching/Mentorship
A demonstrated record of effectiveness as a teacher/mentor.
b. Scholarship (if applicable)
A record of peer-reviewed scholarly activity that contributes to a focus within the candidate’s discipline or field of study and demonstrates the candidate’s intellectual development, scholarly independence, and potential to sustain a thematic/focused research program.
c. Service
A record of service including administration to the discipline, the academic unit, and, where possible, the unit, College, and/or University and to the public as well as the profession at large.
d. Clinical Activities (if applicable)
Evaluation of clinical activities according to documented workload. Specifically clinical activities should be clearly explained and include performance measures according to supervision, administration, and/or direct patient contact as applicable. Discussion of teaching and research (if applicable) in light of clinical service must be included.
3.3.3 Associate Clinical Professor to Clinical Professor
Depending on the terms of hire and the standards of the academic unit, promotion from the rank of Associate Clinical Professor to Clinical Professor will be based on one or more of the following and should be consistent with the workload and defined clinical responsibilities for the faculty member:
a. Teaching/Mentorship
Demonstrated continued growth and a cumulative record of mentoring/teaching effectiveness that includes expertise in their content area, integration of pedagogical practices, and/or curriculum development.
b. Scholarship (if applicable)
A consistent record of peer-reviewed scholarly activity that contributes to the candidate’s discipline or field of study.
c. Service
Demonstrated leadership in service to the unit, College, and/or University and to the public as well as the profession at large. Portions of this leadership should reflect national recognition in the candidate’s profession or area of study.
d. Clinical Activities (if applicable)
Markers of continued excellence in clinical activities according to documented workload. Specifically, clinical activities should be clearly explained and include performance measures and indicators of leadership according to supervision, administration, and/or direct patient contact as applicable. In lieu of direct clinical service, the candidate should clearly explain the correlation of clinical experience to his/her teaching, research, and/or service.
Continued growth in all areas is expected from the time of appointment to Clinical Associate Professor. National or international recognition of the candidate’s work in teaching, research, clinical, and/or service is an expectation for promotion.
If significant but unrecognized administrative duties prohibit continued growth in any of the areas, the PTC may consider the circumstances as long as documentation is provided.
3.4 Documentation
Promotion dossiers for clinical faculty must be prepared in accordance with the University Promotion and Tenure SOP and the dossier guidelines issued by the Office of the Provost.
Candidates must submit materials electronically in the format and order specified in the University SOP. The PTAC will review the materials forwarded through the unit and may request supplemental materials, such as a teaching portfolio or other supporting documentation, when necessary to inform its review.
Clinical faculty dossiers should provide evidence of accomplishments consistent with the candidate’s documented workload and may include evidence related to:
- teaching effectiveness and clinical instruction,
- development or expansion of clinical programs or services,
- clinical quality outcomes or patient satisfaction indicators,
- leadership in clinical practice or interprofessional teams,
- professional certifications or board recognition,
- development of patient education materials or clinical protocols,
- contributions to community health or clinical service access, and
- professional service related to clinical practice.
Academic units may establish additional internal expectations for documentation, provided they remain consistent with university policy and these college guidelines.