Promotion to Associate Professor, Non-Tenure Clinician Investigator Pathway

The KU School of Medicine provides the faculty with numerous online resources regarding Promotion and Tenure (P&T). The purpose of this section is to provide an abridged version of the documents found online so that a faculty member can see at a glance the highlights of expectations detailed in the official SOM guidelines document for promotion from their current Rank and Track. This abridge version is offered as a helpful tool for planning ahead, however when a faculty member is in the process of submitting their information and going up for promotion (with or without tenure), it is imperative that the official Guidelines For Academic Promotion and the Award of Tenure document, as well as the SOM Promotion and Tenure website are followed closely as they are the definitive resources.


The Abridged Edition: Promotion to Associate Professor on the Non-Tenure Clinical Scholar Track - Clinician-Investigator Pathway


Requires sustained contributions and achievements in all three domains with documentation of:

  1. Mid-Career Level in professional (clinical) service and, academic service
  2. Mid-Career Level in research/scholarship
  3. Early Career Level in teaching

Mid-Career Level in professional (clinical) service

The Mid-Career Level in professional service is determined by regional reputation for excellence for example:

  • consulting on a regional basis
  • awards and other recognition as an outstanding regional clinician
  • responsibility for a clinical program
  • leadership role in appropriate committees or groups related to clinical services or research such as IRB
  • leadership role/chair of major committees of professional medical organizations on a regional basis
  • spokesperson for the School of Medicine or University on areas of expertise

Mid-Career Level in academic service

Examples of Academic Service include but are not limited to:

  • responsibility for scientific program
  • scientific consulting on a national or international basis
  • review of manuscripts for professional journals and books
  • member of an editorial board of a major scientific publication
  • service on a national committee, study section or advisory group that substantially impacts health/scientific issues
  • participation/leadership of professional organizations
  • activities related to faculty governance
  • service on task forces, committees, and other groups of the School of Medicine and the University
  • administrative responsibilities for departments, units or the organizational responsibility for student or resident organizations (including Academic Societies and specialty groups)
  • mentoring of learners or colleagues

In Academic Service, the Early Career Level is demonstrated by active participation in the activities. Applicants should explain the significance of the activity and provide evidence of the caliber of their contribution to the work of groups.

Mid-Career Level in Research/Scholarship

Evidenced by a portfolio of high-quality, peer-reviewed scholarly materials demonstrating expertise in a defined field of study. These materials include but are not limited to:

  • clinical, educational, policy and/or basic science research publications in peer-reviewed journals and equivalent formats (senior author)
  • extramural grants or contracts (principal investigator)
  • patents or other evidence of acceptance of devices or procedures
  • developing local or regional clinical guidelines and/or membership of group developing national guidelines or equivalent activity
  • developing local or regional health policy and/or membership of group developing national policy
  • provision of reviews or ad hoc editorial services to professional publications
  • authorship of book chapters, monographs, and other publications or electronic formats on topics in medicine or the related sciences

Early Career Level in Teaching

The level of teaching responsibility expected varies enormously on an individual basis. Faculty members who are early in their careers or Non-Tenure Track faculty members for whom teaching is a relatively small component of their professional activities (Early Career Level) should document competency in activities such as:

  • lecturing to medical and/or graduate students, residents, fellows, and peers
  • instructing during laboratory or similar experiential learning activities
  • teaching in patient care environments, including conducting teaching rounds
  • facilitating and teaching in small group formats
  • participating in supervision and individualized teaching of graduate students
  • presenting patient conferences, grand rounds, and similar sessions
  • assisting with journal clubs
  • advising individual students and learners

Last modified: Aug 01, 2012
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