Keys to Success in the Modified Faculty Track

Gary S. Gilkeson, MD

Paul McDermott, PhD Medicine Teacher development, Research

career development Academic Investigator

Dan Smith, PhD Psychiatry & Behavioral Sciences Conflict resolution, Gender equity Clinician Educator

Faculty Affairs and Faculty Development Office

Gary Gilkeson, MD Medicine Promotion/Tenure, Research career

development Academic Investigator

Leonie Gordon, MB, ChB Radiology GME, Residency Training,

Advancement of women Clinician Educator

Faculty Affairs and Development

Marc Chimowitz, MB, ChB Neuroscience Mentoring, SCTR program Academic Clinician

Faculty Affairs & Development

Understand what being modified faculty means

Develop an individual career plan Be aware of promotion criteria Identify a mentor in addition to your

supervisor Make sure you and your Chair are on the

same wavelength regarding your career Reevaluate your career path yearly to be

sure that you are on the right trajectory

Keys to Success in Modified Tracks

Research Track◦ There are no Academic Investigator or Academic

Educator Tracks Clinical Track

◦ There are no Academic Investigator, Academic Clinician, Clinician Educator designations in the Modified Track.

◦ Contracting process is the same as tenure track.◦ Dismissal process is the same as tenure track for those

that do not have tenure.◦ There is likely to be a major increase in the number of

modified clinical faculty as the Health System evolves.

Modified Faculty Tracks

Hiring policies for clinical departments are the same regardless of tenure vs. modified track

For basic science departments, tenure track faculty positions have to be preapproved by the Dean’s office, but not modified faculty

For tenure track faculty, there are set minimum salaries depending on faculty rank. For modified track, there is no minimal salary guarantee.

Modified Faculty- Hiring considerations

Production of high quality basic biomedical research is the essence of this track. There will be few or no job obligations other than doing research. In the beginning of their career, members of this track will almost always

function as an integral member of a research team. As these faculty become more experienced, a portion of their time may be used

to explore independent research which may complement the team's research. As these faculty become funded, more experienced and capable of leading the

research of others, they may become research team leaders in an expanding research operation.

Tenure is not a possibility- there is no up or out clock in the college of medicine for any track

Job security will derive from individual and team research success that leads to continued acquisition of grants and contracts either by the individual or the team.

For grant purposes, you do not need to put the words “research” or “clinical” prior to your faculty rank on face sheets or on the biosketch face page.

You can be the PI of NIH or any other funding agency grant

Modified Faculty Research Tract Job Description/Expectations

An associated faculty member whose responsibilities are important though usually not extensive, but may be full-time in the regular programs of MUSC, whose appointment is annual or continuous, and whose activities for which the appointment is made ordinarily involve direct patient contact.

Primarily for those who do all patient care with minimal academic activity other than rounding with students/residents

Clinical Modified Track

Full-time faculty members whose ranks are preceded by the modifiers clinical or research may participate in faculty governance and may vote regarding university affairs.

Faculty participation

Same whether modified or not At least three [3] months prior to the expiration of

the contract for faculty under his or her initial faculty appointment.

At least six [6] months prior to the expiration of the contract for faculty appointed under a second-year contract.

At least one [1] year prior to the expiration of the contract for faculty under a third [3rd ] year or subsequent-year contract. (10/13/00)

Termination policies

The quality of research and productivity are judged by the candidate's role in well-focused, significant research as a team member, project initiator or leader.

Publication of results in peer-reviewed journals and presentation of peer-reviewed research talks.

With advancement, there should be evidence of ability to conceive and prepare research protocols that receive high ratings from national funding agencies.

With advancement, there should be evidence of ability to lead others and to lead research programs.

University service in the more senior ranks, if done, often will take the form of leadership in research policy and planning.

This track will provide a long-term career opportunity. Faculty can elect to achieve research success and independent funding and

add a full load of teaching and university service. These faculty may apply to change tracks to the Academic Investigator Track. Do not apply to change tracks at the same time you are applying for a

promotion.

Promotion and Career Advancement In Research Modified Track

Research Assistant Professor Clear commitment to and potential for an academic career

leading to independent laboratory or clinical research. Commitment to excellence as a researcher. Developing capabilities as an investigator with

contributions as first or senior author on refereed publications.

Establishing recognition through candidacy or membership in appropriate professional and scientific organizations.

Developing skills necessary for preparation of applications for local/ regional and national grants. Receipt or active pursuit of grant support.

Criteria for promotion

Faculty handbook relates you can in exceptional circumstances become an Assistant Professor without a terminal degree for your field.

There is no wording regarding exceptions for promotion to Associate Professor

Modified Faculty without a terminal degree (MD/PhD)

Promotion Criteria for Research Track

APT clarifications

Early career investigator prior to receiving independent funding

Investigator who is a valuable member of a research team but does not plan to submit their own grants

Technical director of a university core facility

Devoted to research and does not want to do anything else

Who should be on research modified track

Envision your career to be almost exclusively patient care

Clinicians who do not envision a significant research or educational aspect to their career

Goal is to just see patients and do not want to have a certain number of publications for advancement

Do not have aspirations/desire to achieve tenure

Who should be on the modified clinical track

Contracting process the same Benefits the same Hiring/firing timelines the same On NIH grants do not have to specify

research track Can apply for NIH and foundation grants Can vote in Faculty Senate polls

Similarities to regular track

Nearly all effort is research or clinically oriented- minimal teaching/administrative duties

Promotion guidelines are not as stringent

Advantages to modified track

Cannot be granted tenure In most instances, no assigned lab space In some departments no personal office space

is provided All eggs are in one basket- wholly dependent on

grant funding or clinical activity. Most instances not able to accept grad students

or post docs as primary mentor due to inability to be granted Graduate School status

Not eligible for sabbatical

Disadvantages

Guaranteed minimal salaries do not apply to modified faculty

Instructor $50,000Assistant Professor $60,000Associate Professor $80,000Professor $90,000

Modified faculty disadvantages

Professor 5 5 Associate Professor 14 18 Assistant Professor 68 62Instructor 23 149Total 110 235 118 252

Modified Faculty

Research2013

Clinical Research Clinical2013 2014 2014

Department 2013 2014Biochem 14/36 14Pharmacol 2/17 2Fam Med 19/? 22

Medicine 34/307 69 (12 Research)

M and I 4/25 4Neurosci 34 (12 Research)

Public Health 13/43 23Path 8/51 7

Peds 24/145 24

Psych 49/170 47

Regen Med 8/30 9Surgery 40/104 34Radiology 17/73 21OB 2/36 4

(A) Opportunities for professional development

There appear to be a number of research modified faculty who are not given the opportunity to submit their own grant, although they would like to, and were under the impression they would be allowed to do so.  Such a situation could be due to a variety of complex reasons, but faculty feel trapped.

Teaching opportunities could help with professional development, especially in cases of faculty who are not given the opportunity to submit grants.

Common thread is differential expectations between the faculty and chair. Get it in writing.

Concerns of Modified Faculty

The criteria and qualifications for promotion for research modified faculty are not as clear-cut as for regular faculty (there is no matrix).

There is a concern that the matrix criteria that are appropriate for regular faculty are being used for evaluating modified faculty as well.  Specific criteria, pertinent to the specialized role of the particular modified faculty, should be provided and used instead.

This has been addressed by the new clarifications guidelines, though the actual criteria are the same

Concerns

(a) Each modified research faculty must have a professional plan and goals with a three year timeframe to be modified every year.  This should help with clarifying their expectations, possibilities and opportunities, whether they will be supported in submitting a grant, allowed to pursue teaching opportunities, etc. Essential this is discussed with mentor and chair. A good template is on the DOM Mentoring website

(b) Transparency of expectations and the possibilities for career advancement at the time of appointment is essential.  It would help if the future faculty has someone, other than the Chair or the PI on whose grant they will depend, to talk to regarding the appointment, their expectations, and what would be possible. This should be preemployment if possible.

(C) For clinicians it is essential that they have a clear understanding regarding expectations regarding publications and educational responsibilities

D) Clinicians do need mentors and do need career plans

Suggestions

You should have a mentor who may or may not be your supervisor. If your supervisor is your mentor, get a mentoring team. True for both research and clinical

Discuss with your mentor your career goals and aspirations- do you want to be a PI? Do you care about tenure.

Develop a short and long term plan and review the plan and stick to it regarding promotion, responsibilities

If you are primarily research oriented, tenure track is better overall If you are almost 100% clinical, modified vs tenure track not that big a

deal and promotion more likely with modified track. Less likely to get leadership roles.

Work off the promotion grid You are responsible for your own career- if you think you are eligible

for promotion, discuss with your chair If you want to switch tracks discuss with your chair If you have questions contact one of the FAFD Assoc Deans

Summary