UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE GUIDELINES FOR .
1UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINEGUIDELINES FOR FACULTY APPOINTMENT ANDPROMOTIONTable of urea. Purposes of Tenureb. Obligations and Responsibilities of Tenurec. Conferral of Tenured. Length of Tenure Stream Servicee. Terms of Appointment in Tenure Streamf. Criteria for Tenure5. Guidelines for Appointment and Promotiona. Instructor and Assistant Professorb. Associate Professor Tenurec. Professor Tenured. Associate Professor Appointment Streame. Professor Appointment Stream6. Prefixa. Visitingb. Adjunctc. Researchd. Clinicalpage 2page 4page 7page 8page 8page 8page 9page 9page 10page 11page 12page 16page 20page 24page 28page 28page 28page 32
2DEFINITIONSScholarship: The systematic and progressive accumulation of knowledge which leads tocompetent mastery of an academic study and the acquisition of the minutiae of knowledgein that special field. As defined by Weiser**, scholarship is creative intellectual work thatis validated by peers and communicated.Teaching: All faculty are required to teach; and, individuals who do not teach may not bepromoted. Teaching is defined as imparting knowledge and this can be performedclinically (at the bedside, on the wards, in the operating room, and clinic), scientifically (atthe bench and in the laboratory), and/or traditionally (in the classroom, small group, orrecitation). In addition, this includes mentoring, coaching, evaluating, precepting,supervising, and counseling middle or high school, undergraduate, graduate, or medicalstudents, research fellows/scholars, clinical residents/fellows, and junior facultymembers,with a special emphasis on those from groups traditionally underrepresented in scienceand medicine (underrepresented minority groups and persons with disabilities).Excellence in teaching is documented by learner and peer evaluations, as well as withprizes and awards that recognize efforts in teaching. Finally, excellence in teaching maybe demonstrated by the success and accomplishments of mentees (e.g. positions inacademia, grants, leadership positions, etc.).Scholarship in Education: A unique form of teaching or education that mustdemonstrate sustained depth and commitment and result in original peer reviewedpublications or publication equivalent scholarly products.Pathway: A conceptual framework for describing a faculty member’s scholarlyaccomplishments, contributions, and career progression. Some faculty may have careersthat overlap or extend beyond these pathways. The pathways should not be seen aslimiting silos; and, accomplishments from more than one pathway may apply for promotion.Contributions to Knowledge/Investigation: Scholarship that is validated by peers andcommunicated as evidenced by original peer reviewed publications or publicationequivalent scholarly products.Publication Equivalent Scholarly Products: Scholarly products that generally fulfill thefollowing criteria of being: 1) disseminated, 2) peer reviewed, 3) able to be applied by andbuilt upon by others. Examples could include: AAMC MedEd Portal products, ClinicalPractice Guidelines, Web-based Curricula, peer reviewed, published abstracts, etc.Service: Participation in the activities of the Department, School of Medicine, and/orUniversity, such as participation in committee work and other administrative activities.This includes the provision of excellent clinical care and noted clinical accomplishments.Furthermore, faculty are expected to participate in external service, such as service onstudy sections, reviewing/editing for journals, service to professional societies andorganizations, as well as significant and impactful community service. The acceptablebalance of Service, in relation to Teaching and Research, will depend on a number of
3factors, including pathway and tenure status. Special consideration will be given to facultybelonging to groups that are in high demand for committee work (including women andunderrepresented minorities).
4INTRODUCTIONThe University of Pittsburgh Appointment and Tenure Policy* sets forth the principlesupon which faculty appointments and promotions are based. The criteria and guidelines,contained in this document, supplement and amplify University policies. Of note,individual Departments within the School may elect to establish more rigorousexpectations for appointment and promotion.The academic ranks for faculty are Instructor, Assistant Professor, AssociateProfessor, and Professor. Titles may stand without prefix; or, with the prefixesVisiting, Adjunct, Research, and Clinical that may be applied at all levels of rank.Visiting status is used for those individuals who are appointed on a temporary basis,usually for no more than one year. Research status is given to those faculty whoseprincipal academic function is a collaborative and/or supportive role in investigation.Adjunct status is given to medical school faculty whose primary appointment is outsideof the University. Clinical status is granted to volunteer affiliated faculty who contributepredominantly to clinical care and/or serve as a preceptor of students and trainees.The criteria for tenured and appointment stream promotions and appointments aredescribed in this document. At the time of appointment, individuals should bedesignated as tenured, tenure stream, or appointment stream. Faculty at the ranksof Instructor and Assistant Professor without prefix are appointed in the tenure streamor appointment stream. Tenure is conferred according to the guidelines of theUniversity of Pittsburgh Faculty Handbook and results in the obligations andresponsibilities of tenure. Tenure decisions may be independent of decisions toappoint and promote.Faculty at the University of Pittsburgh School of Medicine must demonstrate continuedscholarship, defined as “creative intellectual work that is validated by peers andcommunicated**.” All faculty are expected to demonstrate sustained scholarship andcontribution to the mission of the organization by excellence in teaching, contributionsto knowledge/investigation, and service.Teaching: All faculty are required to teach; and, individuals who do not teach may not bepromoted. Teaching is defined as imparting knowledge and this can be performedclinically (at the bedside, on the wards, in the operating room, and clinic), scientifically (atthe bench and in the laboratory), and/or traditionally (in the classroom, small group, orrecitation). In addition, this includes mentoring, coaching, evaluating, precepting,supervising, and counseling middle or high school, undergraduate, graduate, or medicalstudents, research fellows/scholars, clinical residents/fellows, and junior facultymembers,with a special emphasis on those from groups traditionally underrepresented in scienceand medicine (underrepresented minority groups and persons with disabilities).Excellencein teaching is documented by learner and peer evaluations, as well as with prizes andawards that recognize efforts in teaching. Finally, excellence in teaching may bedemonstrated by the success and accomplishments of mentees (e.g. positions inacademia, grants, leadership positions, etc.). Special consideration will be given to facultywho promote diversity and inclusion by dedicating time and effort to mentoring
5individuals at all levels from populations that are underrepresented within the school.Such mentoring is expected to address barriers that are unique to the special population,such as might arise from stigma, social bias, or physical disability. Activities supportingdiversity, equity, and inclusion may be separately highlighted in a faculty’s portfolio forAppointment and/or Promotion.Of special note, some faculty may participate in a unique and distinct form of teaching oreducation, defined as Scholarship in Education. Scholarship in Education may beconsidered equal in value to investigative scholarship and requires a sustained depth ofcommitment that generally results in peer reviewed original publications or publicationequivalent scholarly products. Publication equivalent scholarly products arescholarship that generally fulfills the following criteria of being: 1) disseminated, 2) peerreviewed, 3) able to be applied by and built upon by others. Examples include, but arenot limited to: AAMC MedEd Portal products, Clinical Practice Guidelines, Web-basedCurricula, peer-reviewed published abstracts, etc. In exceptional circumstances, whichare clearly documented, teaching and Scholarship in Education can be a major criterionfor tenure.Contributions to Knowledge/Investigation: All faculty must demonstrate the capacityfor incremental growth as a scholar and member of their profession. Faculty shoulddemonstrate progression in attaining scholarly eminence in their professional field asevidenced by peer reviewed original publications or publication equivalent scholarlyproducts. Publication equivalent scholarly products generally fulfill the following criteriaof being: 1) disseminated, 2) peer reviewed, 3) able to be applied by and built upon byothers. Examples could include: AAMC MedEd Portal products, Clinical PracticeGuidelines, Web-based Curricula, peer Reviewed published abstracts, etc.Service: All faculty must participate in the activities of the department, School ofMedicine, and/or University, such as participation in committee work and otheradministrative activities. This includes the provision of excellent clinical care and notedclinical accomplishments. As well, faculty are expected to participate in external service,such as serving on study sections, reviewing/editing for journals, service to professionalsocieties and organizations, as well as significant and impactful community service. Theacceptable balance of Service, in relation to Teaching and Research, will depend on anumber of factors, including pathway and tenure status. Special consideration will begiven to faculty belonging to groups that are in high demand for committee work(including women and underrepresented minorities). Activities supporting diversity,equity, and inclusion may be separately highlighted in a faculty’s portfolio for Appointmentand/or Promotion.Pathways: Each faculty member should develop very early, in conjunction with theiracademic mentor(s), a portfolio of scholarly contributions, according to the talents andaspirations of the faculty member and the needs of the department and the School ofMedicine. A faculty member’s scholarly contributions are described within one of thePathways, or conceptual frameworks, described within this document.
6At the time an individual is proposed for appointment or promotion, evidence ofscholarship must be made available to the appropriate committee. It is the responsibilityof the candidate, and the department chair making the proposal, to prepare and presentthis evidence. Time in rank is not a sufficient criterion in itself for promotion.*May 16, 1978; amended October 18, 1979; May 14, 1980; February 13, 1985** Conrad J. Weiser. The value system of a university – rethinking scholarship. College of Agricultural Sciences,Oregon State University, Corvallis, OR
7PATHWAYSA Pathway is a conceptual framework for describing a faculty member’s scholarlyaccomplishments, contributions, and career progression. Some faculty may have careersthat overlap or extend beyond these pathways. The pathways, as delineated below,should not be seen as limiting silos; and, accomplishments from more than one pathwaymay apply for promotion.The pathways for appointment and promotion within the Tenure track include:Investigator-Educator, Clinician-Investigator, and Clinician-EducatorThe pathways for appointment and promotion within the appointment stream trackinclude: Investigator-Educator, Clinician-Investigator, Clinician-Educator, and ClinicianLeaderInvestigator-Educator PathwayFaculty who seek appointment or promotion as an Investigator-Educator generallydedicate most of their effort to research. A significant portion of their effort is devoted toeducating the next generation of investigators by teaching graduate students and/ormedical students and supervising postdoctoral fellows and other researchers.Clinician-Investigator PathwayFaculty who seek appointment or promotion as a Clinician-Investigator generally devotesignificant amounts of their effort to both the clinical programs of the Health System andthe research programs of the School of Medicine. Clinician-Investigators are engaged inpatient care, clinical service functions, and basic science or clinical research.Clinician-Educator PathwayFaculty who seek appointment or promotion as a Clinician-Educator generally devotesignificant amounts of their effort to both the clinical programs of the Health System andthe educational programs of the School of Medicine and beyond (e.g. Schools of HealthSciences, national medical specialty societies, etc.). Clinician-Educators demonstrateScholarship in Education, which organizes, imparts, and evaluates/assesses knowledgeassociated with clinical care.Clinician-Leader PathwayFaculty who seek appointment or promotion as a Clinician-Leader generally devote asignificant percent of their effort to both the clinical programs of the Health System andleadership and/or administration of the health system, health plan, clinical/hospitaloperations, and/or the community.
8TENUREPurposes of TenureAcademic tenure is a status accorded to members of the University faculty who havedemonstrated high ability and achievement in their dedication to the growth of humanknowledge. Tenure is intended to assure the University that there will be continuity in itsexperienced faculty and in the functions for which they are responsible. The Universityencourages independence of mind and freedom of inquiry. Conferral of tenureconstitutes recognition by the University that a person so identified is qualified byachievements and contributions to knowledge and dissemination of knowledge as to beranked among the most worthy in their field engaged in scholarly endeavors: research,teaching, professional training, and/or other creative intellectual activities of other kinds.Obligations and Responsibilities of TenureThe primary responsibilities of the tenured faculty are effective teaching and scholarshipthroughout their careers, which advance their fields of learning. Those who accept therights and privileges of tenured appointment owe it to their colleagues to defendindependence and freedom of mind in their field of competence.The primary requirement for tenure is an outstanding record of sustained independentscholarship. Scholarship is the systematic and progressive accumulation of knowledgewhich leads to competent mastery of an academic study and the acquisition of theminutiae of knowledge in that special field. As defined by Weiser**, scholarship is creativeintellectual work that is validated by peers and communicated. All candidates fortenure inthe School of Medicine should have demonstrated significant accomplishment inscholarly endeavors, which in most but not all instances, is synonymous with accretionof knowledge using laboratory, clinical, and other research tools.Conferral of TenureThe primary requirement for tenure is an outstanding record of sustained independentscholarship that results in the faculty becoming identified among the worthiest topscholars and leaders in their field. Furthermore, a faculty scholar may be worthy of tenureif they are critical to a process or function of some aspect of the School of Medicine (e.g.critical team scientist). Independent scholarship must provide compelling promise of acontinued trajectory of creativity and the resources to sustain it (i.e. funding that is mostoften federal and peer reviewed). This scholarship should be impactful on the practiceof medicine or medical education, provide understanding into the mechanisms ofbiological systems, improve health care delivery, provide new insight into the pathologyof disease, development/growth of new programs, and/or commercialize research intoentrepreneurial success. Another requisite for tenure is demonstrated skill in, anddedication to, teaching. The candidate should demonstrate proficiency and the desireto maintain teaching effectiveness and show capacity for continuing growth as a teacher.It is implicit that excellence in teaching includes being a model of professional conductfor students, colleagues, and patients. The quality and quantity of a candidate's teachingmust be confirmed by their supporting documentation. Service and
9administrative contributions by a faculty member should be weighed into any decisionregarding tenure.Special consideration may be given to candidates who have previously attained thestatus of Tenure at comparable universities. Often, these faculty are accomplished seniorscholars with national reputations who are being recruited to the School of Medicinebecause of their expertise and potential unique contributions to the University and HealthSystem. In some instances, these individuals, having attained the status of Tenure attheir institution, may have careers that have evolved such that a significant portion oftheir sustained trajectory of scholarly contribution arise from mentoring, program building,and leadership, rather than a narrow focus on their individual programof scholarship.Tenure may be held only by associate professors and professors. Tenure shall be heldby a faculty member only in the school or at the regional campus where the tenure isgranted. Once it has been awarded, tenure is obligatory for the University, optionalwith the faculty member. Tenure does not apply to administrative positions which maybe for indefinite terms and are terminable at any time.Length of Tenure Stream Service Prior to the Conferral of TenureThe total number of years that faculty members of the School of Medicine may serve inthe tenure stream shall not exceed ten when entering the stream as an instructor orassistant professor. If a person has served for ten years in the tenure stream, either theymust be promoted to associate professor or professor with tenure, or their service in thetenure stream must be terminated. Notification of termination must be made prior to theend of the ninth year in the tenure stream. Faculty in the tenure stream shall haveannual evaluations to document their progress and suitability for a tenurerecommendation. In addition, a comprehensive mid-course review shall be conducted nolater than the end of the fifth year of service in the tenure stream (School of MedicinePolicy “Mid-Course Review of Tenure Candidates”). The maximum allowable duration ofservice in the tenure stream shall be independent of previous service at another collegeor university.Initial appointments at the rank of associate professor or professor shall be for aprobationary period of four years. The award of tenure may take place at any time duringthe probationary period. If tenure is not to be awarded, notification of termination mustbe made prior to the end of the third year in the tenure stream.Terms of Appointment in the Tenure StreamThe terms of appointment of faculty members in the tenure stream below the rank ofassociate professor and professor may be for one, two, or three years. When a decisionis made not to renew an appointment, the faculty member on a first one year appointmentshall be notified in writing no later than March 15; on a second or subsequent consecutiveone year appointment by December 15; by December 15 of the second year of a two yearappointment; and twelve months prior to the end of a three year appointment.
10A year of appointment in the tenure stream is recognized if the appointment becameeffective on or before December 31. In cases where the appointment became effectiveJanuary 1 or later, the remainder of the academic year is disregarded for this purpose,and the next academic year is counted as the first year of appointment in the tenurestream.Leave
Table of Contents 1. Definitions page 2 2. Introduction page 4 3. Pathways page 7 4. Tenure a. Purposes of Tenure page 8 b. Obligations and Responsibilities of Tenure page 8 c. Conferral of Tenure page 8 d. Length of Tenure Stream Service page 9 e. Terms of Appointment in Tenure Stream page 9 f. Criteria for Tenure page 10 5.
BSN, University of Pittsburgh, 1977 . MSN, University of Pittsburgh, 1981 . Submitted to the Graduate Faculty of . School of Nursing in partial fulfillment . of the requirements for the degree of . Doctor of Philosophy . University of Pittsburgh . 2010
101 Hill Avenue Carnegie PA 15106-3006 412-276-9233 chabassol@verizon.net Vice President Robert A. Milisits 6382 Morrowfield Avenue Pittsburgh PA 15217-2505 . versity of Pittsburgh Chess Club & Organized by the Pittsburgh Chess League. December 7. 49th Annual Pittsburgh Chess League : Round 4. 30/90, SD/60. Assembly Room, Main Floor , William .
0003e00063000000 17th ward - pittsburgh 425 e carson st pittsburgh pa 15203 5/28/2019 6/5/2019 . pittsburgh 30 -62 s 6th st pittsburgh pa 15203 1/28/2019 2/6/2019 . pittsburgh 11 5th
Printed for the Patent Law Association of Pitts burgh by and with ttie compliments of Pittsburgh Printing Company, 580-584 Fmmando Stareet. THE PATENT BAR OF PITTSBURGH BAYAKI) H. CHRISTY When Mr. Stebbins asked me to prepare an his torical paper, on the Patent Bar of Pittsburgh, my first thought was that compliance should he easy. Remember
Carlow University . Point Park University . For additional details, pleas e contact: Ms. Cindy Smith, Registrar and Compliance Specialist . Pittsburgh Career Institute . Pittsburgh, PA 15219 . 412-281-2600 . Pittsburgh Career Institute holds the following memberships: Nat
425 6th ave - suite 1650 pittsburgh, pa 15219 vendor number: 266913 2,582 pitt shop university of pittsburgh 3990 forbes ave pittsburgh, pa 15213 vendor number: 177656 1,408 shrm 1800 duke st alexandria, va 22314-3499 vendor number: 177160 1,245 society for human resource managem 606 n washington st alexandria, va 22314File Size: 1MBPage Count: 482
University of Pittsburgh School of Medicine ISAIAH LEVY, MD Resident, Department of Physical Medicine and Rehabilitation University of Pittsburgh School of Medicine Consults and Referrals: For consults and referrals, please call UPMC's 24-hour physician OnDemand service at 1-866-884-8579. UPMC REHAB GRAND ROUNDS FALL 2021
Pittsburgh is a regional center for business, industry, research, education, recreation, and the arts. Few of the steel mills that once gave Pittsburgh its prominence remain. Today, the health care industry, high-tech companies, and service industries employ many Pittsburghers. Pittsburgh is enriched by a vibrant cultural life and ethnic diversity.
