Browsing by Subject "Tenure"

Now showing 1 - 4 of 4
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    Making an Integrative Case for Diversity, Equity, and Inclusion in Promotion and Tenure
    (2021-08-12) Applegate, Rachel; Gibau, Gina Sanchez
    A description of how Indiana University Purdue University Indianapolis created a diversity, equity, and inclusion promotion and tenure case type for tenure-track faculty.
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    Making the Invisible Visible: DEI Pathways to Promotion and Tenure
    (2023-06-13) Sotto-Santiago, Sylk; Gibau, Gina Sanchez; Conwell, Walter; Soto-Greene, Maria
    Promotion and tenure criteria must reward DEI and health equity work. Doing so credits service largely provided by historically minoritized faculty and faculty committed to public scholarship and community-engagement. In 2021, Indiana University-Purdue University Indianapolis’ faculty senate overwhelmingly approved a new path to promotion centered on DEI, legitimizing DEI as a discipline and in service to communities and the institution. Similar work is underway at Rutgers/New Jersey Medical School and other institutions. Our goal is to present a session that offers key data, but most importantly faculty case-studies as examples of ways that DEI has been integrated by faculty seeking promotion and tenure, as well as examples of faculty submitting dossiers through this DEI-centered pathway. We will also offer examples of DEI-centered criteria and evidence supporting areas of excellence. Lastly, we will discuss the institutional process for proposing, engaging, approving, and implementing this major policy. Participants can expect a rich conversation with examples, as well as materials to either launch conversations at their own institutions or incorporating DEI into their dossiers for promotion and/or tenure.
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    Promotion and tenure for community-engaged research: An examination of promotion and tenure support for community-engaged research at three universities collaborating through a Clinical and Translational Science Award
    (http://dx.doi.org/10.1111/cts.12061, 2013-06-06) Marrero, David G.; Hardwick, Emily J.; Staten, Lisa K.; Savaiano, Dennis A.; Odell, Jere D.; Frederickson, Karen; Saha, Chandan
    Introduction. Community engaged health research, an approach to research which includes the participation of communities, promotes the translation of research to address and improve social determinants of health. As a way to encourage community engaged research, the National Institutes of Health required applicants to the Clinical and Translational Science Award (CTSA) to include a community engagement component. Although grant-funding may support an increase in community engaged research, faculty also respond to the rewards and demands of university promotion and tenure standards. This paper measures faculty perception of how three institutions funded by a CTSA support community engaged research in the promotion and tenure process. Methods: At three institutions funded by a CTSA, tenure track and non-tenure track faculty responded to a survey regarding perceptions of how promotion and tenure committees value community engaged research. Results: Faculty view support for community engaged research with some reserve. Only 36% agree that community engaged research is valued in the promotion and tenure process. Discussion: Encouraging community engaged scholarship requires changing the culture and values behind promotion and tenure decisions. Institutions will increase community engaged research and more faculty will adopt its principles, when it is rewarded by promotion and tenure committees.
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    Reframing Academic Productivity, Promotion and Tenure As a Result of the COVID-19 Pandemic
    (Magna, 2021-01-01) Sotto-Santiago, Sylk; Dilly, Christen K.; O'Leary, Heather A.; Craven, Hannah J.; Kara, Areeba; Brown, Cynthia; Kressel, Amy B.; Rohr-Kirchgraber, Theresa
    Faculty members have been impacted in a multitude of ways by the COVID-19 pandemic. In particular, faculty seeking promotion and tenure have been impacted by the disruption and inconsistent levels of productivity. In this article, we consider academic productivity in the context of clinical, research, education and service missions within higher education and the academic medicine professoriate. We offer a series of recommendations to faculty members, to institutions, and to professional societies in hopes we can challenge pre-existing deficits in promotion and tenure processes, and academic worth.