Provide criteria for ranks of Clinical Instructor, Clinical Assistant Professor, Clinical Associate Professor and Clinical Professor.
I. Guidelines for Appointment of Clinical Track Faculty
For the initial appointment, the candidate must meet the minimum criteria stated below as well as a preponderance of the criteria at that rank listed in II. Guidelines for Retention, Reappointment and Promotion of Clinical Track Faculty
Note: Clinical Instructors and Assistant Professors without doctorates appointed prior to 2010 will retain their current rank.
Clinical Instructor | Clinical Assistant Professor | Clinical Associate Professor | Clinical Professor |
License to practice nursing in the State of Iowa | License to practice nursing in the State of Iowa | License to practice nursing in the State of Iowa | License to practice nursing in the State of Iowa |
Education MA required, doctorate preferred. Certification, if applicable |
Earned doctorate and certification, if applicable |
Earned doctorate and certification, if applicable |
Earned doctorate and certification, if applicable |
Practice Minimum of two years of practice experience in a clinical specialty area |
Minimum of two years of practice experience in a clinical specialty area |
Minimum of two years of practice experience in a clinical specialty area and evidence of clinical leadership at the agency/- and/or regional level |
Minimum of two years of practice experience in a clinical specialty area and evidence of clinical leadership at the agency, regional and/or national level |
Teaching Evidence of interest in teaching |
Teaching experience preferred |
Minimum of two years of teaching experience |
Minimum of four years of teaching experience and evidence of leadership |
II. Guidelines for Retention, Reappointment and Promotion of Clinical Track Faculty
The performance expectations for clinical track faculty stated below have been developed with the following understandings:
A. There are typically three areas of performance for all faculty members holding professorial ranking (i.e. instructor, assistant, associate, or full professor) at a Research Extensive University: teaching, clinical scholarship, and service. In addition, for clinical track faculty there is a potential fourth area, practice. Individual clinical track faculty negotiate, with the Area Chair, their effort distribution in these four areas based on needs of the College and expertise of the individual faculty member. The percentage of distribution of an individual clinical track faculty’s effort is first negotiated at the time of appointment to the College of Nursing and may be renegotiated during the annual administrative review.
B. There are two major pathways for clinical track faculty that reflect the College’s need for faculty with current practice expertise
and the individual faculty’s desire to maintain, as part of the faculty role, an active clinical practice with patient contact.
· The first is a teaching intensive pathway in which there is an expectation of maintaining clinical practice expertise through student supervision. Faculty in this pathway are not required to have a clinical practice through the College of Nursing practice plan. Examples of the distribution of effort for a full time teaching intensive Clinical Track faculty member might be: 60% teaching, 20% clinical scholarship, and 20% service; or 80% teaching and 20% service.
· The second is a practice intensive pathway in which clinical practice with patient contact is part of the negotiated effort distribution.
Faculty in this pathway are required to have a clinical practice negotiated through the College of Nursing practice plan. Examples of the distribution of effort for a full time practice intensive Clinical Track faculty member might be: 30% teaching, 50% practice,
10% scholarship, and 10% service; or 20% teaching, 70% practice, and 10% service. C. Retention decisions are based on the annual administrative review of faculty.
D. Reappointment decisions are based on peer group review.
E. Promotion decisions are based on a review of an individual faculty member’s performance at the rank above the current rank.
For promotion to Associate Professor (Clinical), there is an expectation for evidence of performance of clinical scholarship and therefore distribution of effort should include some time devoted to scholarship. . For promotion to Professor (Clinical), there is an expectation for evidence of performance of clinical scholarship and peer recognition beyond the College.
F. Evaluations for both retention and promotion decisions are based on the areas in which the faculty member has effort
distribution. Thus a faculty member with effort allocation in two of the four performance areas (e.g. teaching and service) will only be evaluated on performance in those two areas.
Note: In the following tables, it is expected that faculty perform behaviors listed in ranks below their current rank as well as at the
individual’s current rank.
A. Teaching Expectations
Clinical track faculty will be evaluated on evidence of substantial involvement in activities to meet the listed expectations for each rank. Bulleted items are examples of activities to meet expectations and are not meant to be limiting or all inclusive. Evaluation of evidence of substantial involvement is influenced by the percentage of time allotted to particular areas of effort distribution. For example, a person with 20% effort allocated to teaching will have less time to devote to teaching and thus present with fewer activities, than someone who has a larger effort distributed to teaching.
| Clinical Instructor | Clinical Assistant Professor | Clinical Associate Professor | Clinical Professor |
Quality of Teaching | Provides quality didactic or clinical instruction for students: • Maintains an atmosphere conducive to learning • Gives evidence of having comprehensive, current practice knowledge on area of specialization • Seeks opportunity to develop teaching skills | Provides quality didactic or clinical instruction for students: • Demonstrates increasing versatility in the use of teaching strategies | Provides quality didactic or clinical instruction for students: • Is recognized as an expert in a content or practice area within the College | Provides quality didactic or clinical instruction for students: • Is recognized as an expert in a content or practice area within and beyond the College |
Leadership in Teaching | Demonstrates leadership in teaching : • Sponsors honors students • Participates in student advising • Functions as expert role model for students in specialty area of nursing practice | Demonstrates leadership in teaching : • Mentors young scientist/young clinician students • Serves on/chairs master’s projects/portfolios • Serves on standing/ad hoc curriculum committees • Facilitates graduate students’ growth in the teaching role • Serves on doctor of nursing practice capstone project committees | Demonstrates leadership in teaching : • Assumes leadership for clinical/practice education programs • Chairs master’s projects/portfolios • Serves as a member of dissertation committees • Chairs doctor of nursing practice capstone projects • Chairs ad hoc curriculum- related committees within College level • Monitors others in teaching role | Demonstrates leadership in teaching : • Attracts students to study in specialty area • Serves as a consultant for educational programs outside the college • Serves as an external reviewer for Clinical Track faculty at other institutions seeking promotion college/universities • Provides expert testimony/consultation on nursing education to policy makers |
| Clinical Instructor | Clinical Assistant Professor | Clinical Associate Professor | Clinical Professor |
Development and Innovation in Teaching | Actively engages in development and innovation in teaching: • Engages clinical staff in teaching • Develops clinical learning experiences based on curriculum framework and course objectives to meet learning needs of students • Develops didactic content to meet learning needs of students • Evaluates courses and learning experiences and suggest modifications as necessary | Actively engages in development and innovation in teaching: • Develops interdisciplinary clinical learning experiences for students • Develops and tests new models for clinical education • Contributes to curriculum design | Actively engages in development and innovation in teaching: • Leads curriculum review, revision and innovation • Guides the incorporation of evidence and theoretical advances into the curriculum | Actively engages in development and innovation in teaching: • Participates in development of national guidelines for nursing education programs • Collaborates with the leadership of practice organizations • Facilitates the growth of the College and University |
B. Service Expectations
Clinical track faculty will be evaluated on evidence of substantial involvement in activities to meet the listed expectations for each rank. Bulleted items are examples of activities to meet expectations and are not meant to be limiting or all inclusive. Evaluation of evidence of substantial involvement is influenced by the percentage of time allotted to particular areas of effort distribution. For example, a person with 10% effort allocated to service will have less time to devote to service and thus present with fewer activities, than someone who has a larger effort distributed to service. Note: It is expected that service indicators require active participation including attending meetings, contributing to the work of committees, and collaborative collegiality.
| Clinical Instructor | Clinical Assistant Professor | Clinical Associate Professor | Clinical Professor |
College/University | Engages in the work of the College: • Attends and participates in course planning • Attends and participates in Area and Faculty Organization meetings | Engages in the work of the College: • Serves as a member of College standing and ad hoc committees | Engages in the work of the College and the University: • Serves in leadership role on College committee • Serves as a member of University committees | Engages in the work of the College and the University: • Serves in a leadership role on University committees |
Profession | Engages in the profession: • Actively participates as a member of a professional organization at the local level • Provides consultation and education to local professional organizations | Engages in the profession: • Serves in a leadership role at local level or actively participates in state level of a professional organization • Provides professional consultation or education at the state level | Engages in the profession: • Actively participates in professional organizations at the state and national level • Provides professional consultation or education at a regional level | Engages in the profession: • Serves in leadership role in a professional organization at the national level or international level • Provides professional consultation or education at the national or international level |
Community | Community engagement at the local level: • Volunteers for community events • Provides health information to the public | Community engagement at the state level: • Serves as member of local community boards and voluntary organizations | Community engagement at a regional level: • Serves on state or national public or private committees or boards | Community engagement at the national or international level: • Serves on national or international committees or boards |
C. Clinical Scholarship Expectations
Clinical track faculty will be evaluated on evidence of substantial involvement in activities to meet the listed expectations for each rank. Evaluation of evidence of substantial involvement is influenced by the percentage of time allotted to particular areas of effort distribution. For example, a person
with 0% effort allocated to clinical scholarship will not be evaluated on clinical scholarship while a person with 20% clinical scholarship will have less time to devote to clinical scholarship than someone who has a larger effort distributed to clinical scholarship. Bulleted items are examples of activities to
meet expectations and are not meant to be limiting or all inclusive.
| Clinical Instructor | Clinical Assistant Professor | Clinical Associate Professor | Clinical Professor |
Knowledge Development | Contributes to knowledge development by: • Identifying clinical problems and suggests areas of clinical study to improve patient outcomes • Being knowledgeable about educational and practice grants within the CON | Contributes to knowledge development by: • Identifying clinical problems and suggests areas of clinical study to improve patient outcomes • Collaborating with researchers in developing clinical studies · Serving as a member of grant writing team for an educational or practice grant • Identifiing potential local and foundation sponsors for educational or practice grants (e.g., Welimark, Johnson & Johnson, Farm Bureau) | Contributes to knowledge development by: • Participating as a member of research team in clinical studies to improve practice • Identifying educational and practice grant opportunities at state and federal (e.g., IDPH, HRSA, AHRQ) • Serving as co- investigator for educational or practice grants | Contributes to knowledge development by: • Participating as an investigator in clinical studies to improve practice • Serving as PI for educational or practice grants |
| Clinical Instructor | Clinical Assistant Professor | Clinical Associate Professor | Clinical Professor |
Knowledge Dissemination | Contributes to dissemination of evidence based practice: • Integrates evidence based knowledge in teaching and practice • Contributes to teams writing for institutional and professional publication | Contributes to dissemination of evidence based practice: • Contributes to the development of evidence based practice guidelines within organizations • Presents clinical knowledge at CON continuing education programs • Co-author clinically based articles for peer and non-peer reviewed publications (e.g.) literature reviews, evidence based practice guidelines, patient education columns, practice columns for professional journals or newsletters; video /simulation production) | Contributes to dissemination of evidence based practice: • Uses evidenced based knowledge to develop innovative programs • Presents clinical knowledge at local and regional meetings • Authors book chapters and clinically based articles for peer reviewed journals • Serves as a peer reviewer of scholarly work of others | Contributes to dissemination of evidence based practice: • Collaborates with clinical agencies to change professional practice behaviors • Presents clinical knowledge at national and international meetings • Serves on editorial boards of professional journals |
D. Practice Expectations
Clinical track faculty will be evaluated on evidence of substantial involvement in activities to meet the listed expectations for each rank. Bulleted items are examples of activities to meet expectations and are not meant to be limiting or all-inclusive. Evaluation of evidence of substantial involvement is influenced by the percentage of time allotted to particular areas of effort distribution. For example, a person with 20% effort allocated to practice will have less time to devote to practice and thus present with fewer activities, than someone who has a larger effort distributed to practice.
| Clinical Instructor | Clinical Assistant Professor | Clinical Associate Professor | Clinical Professor |
Expertise | Actively maintains clinical expertise in specialty area: • engages in the College of Nursing Practice Plan (practice intensive track), or • engages in intensive clinical supervision ( teaching intensive track) | Actively maintains clinical expertise in specialty area: • engages in the College of Nursing Practice Plan (practice intensive track), or • engages in intensive clinical supervision (teaching intensive track) | Actively maintains clinical expertise in specialty area: • engages in the College of Nursing Practice Plan ( practice intensive track), or • engages in intensive clinical supervision (teaching intensive track) | Actively maintains clinical expertise in specialty area: • engages in the College of Nursing Practice Plan (practice intensive track), or • engages in intensive clinical supervision (teaching intensive track) |
Collaboration | Practices collaboratively: • with nursing colleagues and other disciplines | Practices collaboratively: • with nursing colleagues and other disciplines | Practices collaboratively: • as a recognized leader in interdisciplinary collaboration | Practices collaboratively: • as a recognized leader in interdisciplinary collaboration |
Policy/Regulation | Participates in policy and regulation of professional practice: • Knowledgeable about current and emerging practice policies and regulations | Participates in policy and regulation of professional practice: • Participates in review and modifications of state practice act and national standards of practice | Participates in policy and regulation of professional practice: • Sits on statewide and national certification committees to implement standards of practice | Participates in policy and regulation of professional practice: • Chairs national and international committees and task forces to develop standards of practice |
To provide criteria for the ranks of Instructor/Lecturer, Assistant Professor, Associate Professor and Professor.
Qualifications for Each Rank
These guidelines, developed by the faculty, serve to establish the qualifications necessary for appointment at a specific rank, and for promotion to the next. For example, an individual appointed to the rank of Instructor should hold the credentials for the rank of Instructor and exhibit some of the behaviors concerning teaching, scholarship, and service listed under the Instructor column on the succeeding pages. An individual appointed to the rank of Assistant Professor should hold the credentials for the rank of Assistant Professor and exhibit some of the behaviors concerning teaching, scholarship, and service listed under the Assistant Professor column. In determining the qualifications for a given rank, the various behaviors related to teaching, scholarship, and service must be evaluated in total and a general judgment must be reached about whether the person meets the overall standards in the given area.
In addition, an individual seeking promotion to the next rank should hold the qualifications and demonstrate some of the behaviors of the rank to which he/she aspires. For example, an individual holding the rank of Instructor who is being considered for promotion to the rank of Assistant Professor, should hold the credentials for the rank of Assistant Professor and exhibit some of the behaviors concerning teaching, scholarship, and service listed in the columns under Assistant Professor. Similarly, an individual holding the rank of Assistant Professor who is being considered for promotion to the rank of Associate Professor, should hold the credentials for the rank of Associate Professor and exhibit some of the behaviors concerning teaching, scholarship, and service listed in the columns under Associate Professor.
A. Scholarly Publication and Research
Instructor/Lecturer | Assistant Professor | Associate Professor | Professor |
1. Expresses commitment to scholarly publication and research
2. Identifies goals, an area of activity, and a timetable for scholarly activities | 1. Has begun to establish an area of scholarly activity where a product is available for peer evaluation.
2. May initiate research as an investigator or co-investigator.
3. Receives intramural research support where appropriate. | 1. Demonstrates a specific area of scholarly activity which advances the discipline.
2. Demonstrates excellence in research and publications.
3. Demonstrates continuing productivity in scholarship.
4. Demonstrates a pattern or focus of scholarly activity.
5. Receives external research support where appropriate.
6. Has made a significant contribution to nursing literature. | 1. Demonstrates sustained scholarly activity.
2. Receives University, National, and/or International recognition as a scholar (e.g., evaluation of the scientific and technical worth of research proposals, publications, and completed projects; receipt of awards, prizes, research funding; citations; invited papers; honorary elections and editorships). |
B. Teaching Effectiveness
Instructor/Lecturer | Assistant Professor | Associate Professor | Professor |
1. Gives evidence of having comprehensive, current nursing knowledge in area of specialization. 2. Cooperatively plans and implements learning experiences based on curriculum framework, course objectives, and teaching-learning principles. 3. Makes discriminating use of teaching-learning principles and strategies. 4. Maintains an atmosphere conducive to learning. 5. Presents content clearly in an organized manner and at an appropriate pace and level of difficulty. 6. Directs students to other resources and encourages self- direction in learning. 7. Communicates effectively (e.g., in directing discussion or clarifying difficult concepts). 8. Assists students to synthesize learning into broader contexts. 9. Provides adequate feedback regarding students' progress. 10. Is open to others' points of view. 11. Is available for individual assistance to students within constraints of time and resources. 12. Demonstrates sufficient grasp of responsibility to successfully assist students to meet course objectives. 13. Independently assumes responsibility for selected aspects of a course. 14. Possesses and fosters a spirit of inquiry. 15. Demonstrates continuing academic and clinical competence. 16. Assumes responsibility for effective academic advisement. | 1. Demonstrates comprehension of the curriculum design in teaching (e.g., explanation, articulation, selection of learning experiences, identification of gaps, and needed changes). 2. Incorporates research and scholarly writing into teaching. 3. Demonstrates increasing versatility in the use of teaching strategies. 4. Challenges students' curiosity. 5. Encourages students to think critically. 6. Provides opportunities for students to build on prior learning (transfer and reinforcement). 7. Provides effective assistance to students with special needs. 8. Facilitates peers' and graduate students' continuing growth in the teaching role. 9. Independently assumes responsibility for any aspect of a course. 10. Provides effective guidance on students' theses. | 1. Able to independently develop, implement, and evaluate a new or experimental area of instruction (e.g., course, clinical experience, series of courses, or program of study). 2. Actively contributes to program or curriculum development. 3. Recognized as a consultant to faculty in areas related to teaching effectiveness. 4. Facilitates integration of knowledge within the curriculum. 5. Is recognized as an expert in a content or practice area within and beyond the College. 6. Provides evidence for being labeled as master teacher. | 1. Provides a behavior model for excellence in teaching. 2. Serves as a mentor for other faculty and graduate students. 3. Makes significant contributions to the College and nursing education generally. 4. Gains recognition for teaching effectiveness from the University community and/or other disciplines. 5. Serves as consultant to national and international colleagues in area related to nursing and/or nursing education. 6. Facilitates the growth of the College and University. |
C. Service
Instructor/Lecturer | Assistant Professor | Associate Professor | Professor |
1. Contributes to councils, committees, special task forces, and/or other groups in the College. 2. Participates in community, professional, and/or academic organizations. 3. Member of professional nursing organizations. | 1. Chairs or provides other leadership on College committees. 2. Participates in planning and/or implementing professionally relevant special projects or programs. 3. Makes significant contributions to community, professional, or academic organizations. 4. Assists others in developing their potential. | 1. Chairs or provides leadership on College councils. 2. Participates on University committees. 3. Interprets school programs and positions to a wide audience. 4. Initiates innovative, planned change in the area of academic, clinical nursing, or the delivery of health care to the community. 5. Serves in leadership or consultant role and professionally relevant community and/or academic organizations. | One of the qualifications for full professor given in the Faculty Handbook is "Unmistakable evidence of recognition by peers at the national level." Such evidence is derived from documents and from letters written by peers outside the University.
National reputation is evaluated on evidence of recognition by peers:
1. Service as a consultant in an area of expertise at regional and/or national levels. 2. Provision of leadership in professional regional and national organizations. 3. Service on policy-making bodies (i.e., executive committees, etc.) 4. National recognition as a scholar and academic leader. 5. Service as mentor to less mature colleagues in other parts of the country or the world. |