PRDS Manual on Advancement and Promotions

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UCSF SCHOOL OF DENTISTRY PREVENTIVE AND RESTORATIVE DENTAL SCIENCES DEPARTMENT

DEPARTMENTAL MANUAL ON ADVANCEMENTS AND PROMOTIONS

ADVANCEMENT AND PROMOTION POLICIES ............................................................................................2-3 ADVANCEMENT AND PROMOTION TOOLS…...............................................................................................3-4 PROCESS AND PROCEDURES ..............................................................................................................................5-7 ADDITIONAL INFORMATION ..................................................................................................................................8 Characteristics of the Faculty Series.……………………………………………………….………………….....8-9 Summary of Criteria for Advancement.…….………………………………………………….……………....9-10 Publications.……………………………………………………………………………………………….…………....10-11 Candidate’s Reputation/Renown………………………………………………………………….…………..........11 Team-based, Collaborative Science…………………………………………….………………….…..….…..11-12 Educator’s Portfolio…………………………………………………………………………………….………….……..12 Normal, On-time Schedules for Advancement…………..…………………………………….……….………12 Accelerated Merits and Promotions……………………………………………………… .…….………….…….12

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Advancement and Promotion Policies

PRDS, like all UCSF departments, operates under the policy and procedures of the Academic Personnel Manual (APM) (http://www.ucop.edu/academic-personnel/index.html). In interpreting these policies and procedures, several departmental expectations and standards also apply. We have put this manual together in the hope to provide clarity to the advancement and promotion process and set implementation guidelines for the PRDS department. Promotion marks advancement through the ranks (e.g. Assistant Professor to Associate Professor. Promotions are not automatic. Reviewers will evaluate your accomplishments and productivity based on the criteria outlined in the APM (http://www.ucop.edu/academic-personnel-programs/academic-personnel-policy/) and as provided by the PRDS department. Remember that departmental criteria may exceed those listed in the APM. Therefore, it is critical that you understand what is expected of you. This information can be obtained from your Department and Division Chair. The UC website provides all the information on the Advancement and Promotion policies for the various series and ranks. Link for the Office of Academic Affairs and Faculty Development and Development: http://academicaffairs.ucsf.edu/academic-personnel/appointment-advancement-reviews/index.php This is where you will find links to all the policies, procedures & guidelines, and various terrific resources. Policy:

• The Academic Personnel Manual (the APM) • APM Sections Specific to UCSF Academic Series • Criteria for Advancement for All Faculty Series • Evaluating Contributions to Diversity for Advancement and Promotion • Departmental Voting Rights

Academic Senate By Law 55 Guidelines for UCSF Division Bylaw Appendix IX: Standing Rule for Faculty Voting

for actions effective 07/02/2014 or Later • Professional Research, WOS Policy change, effective 03/01/13 • Temporary Appointments: Appropriate Series • Important Information Regarding Non-Faculty Academics (DOL, FLSA) October 11, 2016

Procedures & Guidelines:

• Approval Authorities: for Faculty and for Non-Faculty Academics (NFAs) • Accelerated Actions • In Residence Task Force Report and Acknowledgement Form • Visiting Scholars/Other Visitors

Resources:

• Series Descriptions for Use in Correspondence • Common Advance Packet Issues

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• Common Chair Letter Issues • Chair Letter Comments Guide • Appraisal Review Process Training Guide • Visiting Scholars/Other Visitors Resource Page • Specialist Series: Qualifications Requirements and Service Examples • Faculty Handbook

Advancement and Promotion Tools

Additionally, the newly developed Personalized Mentoring Advancement Promotion Module (PMAP) (https://senateserviceportal.ucsf.edu/pmap/all.php) is a wonderful tool for faculty to continuously assess their readiness for advancement or promotion. This tool provides detailed information for each series by rank and step.

Series Rank Step PMAP Module

Adjunct Assistant 1-6 View

Adjunct Associate 1-5 View

Adjunct Full Professor 1-9 View

Clinical X Assistant 1-6 View

Clinical X Associate 1-5 View

Clinical X Full Professor 1-9 View

HS Clinical Assistant 1-6 View

HS Clinical Associate 1-5 View

HS Clinical Full Professor 1-9 View

In Residence Assistant 1-6 View

In Residence Associate 1-5 View

In Residence Full Professor 1-9 View

Ladder Rank Assistant 1-6 View

Ladder Rank Associate 1-5 View

Ladder Rank Full Professor 1-9 View

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For all promotions, the PRDS department expects evidence that the faculty member is at least maintaining if not accelerating the rate of accomplishments in all of the relevant domains, including teaching and service as well as research. Although different faculty in different series may have varying areas of emphasis, ongoing contributions to teaching and service are always relevant.

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Process and Procedures

The Advancement and Promotion process starts every year with a call from HR to those faculty members eligible for advancement and promotion for the upcoming year. Hence, faculty members should review their academic performance with their Division Chairs on a regular basis to understand when they are ready for advancement. The annual evaluation process with your Division Chair is specifically designed for this. For PRDS the call for advancement is in April for those faculty up for on time merit/promotion and in February for those faculty up for an accelerated action. The Advancement process has a specific timing to its process, which is set by HR. There is an Annual Call website, however it has not been updated since 2015. Here is the link: http://academicaffairs.ucsf.edu/academic-personnel/other/annualcall.php HR has provided the campus however with the following updated timeline:

Academic Calendar Guidelines for Advancement Actions This calendar serves as a guide for Departments and Service Centers to help navigate

annual events in the administration of AP related actions while looking for ways to bridge consistency across the campus.

Month Owner Action Description January HR Runs the next cycle Non-

Faculty Academic (NFA)/faculty advancement eligibility list

Eligibility list identifies who is up for advancement for the next year; reports are run directly from Advance; preliminary review of the list is completed by the Service Center (SC)

February/March

Department Review of NFA/faculty advancement eligibility list for next cycle is completed

Department reviews and edits list to ensure that proposed advancement is correct and supported; and identifies accelerated actions; list is returned to SC by the end of March. (Lack of funding is not an accepted reason for deferment)

February HR Sends call to Departments that have a separate Acceleration process

Specific to Department of Preventive& Restorative Dental Science's Acceleration nomination process

April HR Sends call to NFA/Faculty up for promotion; Faculty merit 5 to 6, above scale merit, merit beyond one step, 2+ years accelerations, change in series, five year review and appraisal

NFA/Faculty have 6 weeks to provide packet materials. Packet is auto-withdrawn in Advance, and the advancement is deferred to the next year if the CV is not attached to the packet by the deadline. (Auto-notices from Advance include a reminder two weeks prior to the deadline, and again two days prior to the deadline.)

April HR Sends call to Faculty for on-time merits

Faculty have 6 weeks to provide packet materials. Packet is auto-withdrawn in Advance, and the advancement is deferred to the next year if the CV is not attached to the packet by the deadline. (Auto-notices from Advance include a reminder two weeks prior to the deadline, and again two days prior to the deadline.)

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Month Owner Action Description May HR Notifies Referees on behalf

of the faculty up for promotion, merit 5 to 6, above scale merit, merit beyond one step, change in Series, five-year review and appraisal

SC will make three notifications to referees: o First contact sets deadline three weeks out o Second reminder, deadline extended by two weeks o Third and final reminder, deadline is extended by one week If no response within this 6 week period, and the packet doesn't meet the minimum requirement for letters, then SC to request additional names OR Department must address in the chair's letter

May HR Notifies Teaching/Mentoring Referees on behalf of the faculty up for on-time merit

SC will make three notifications to referees: o First contact sets deadline three weeks out o Second reminder, deadline extended by two weeks o Third and final reminder, deadline is extended by one week If no response within this 6 week period, and the packet doesn't meet the minimum requirement for letters, then Service Center to request additional names OR Department must address in the chair's letter

June HR Sends report to department Chair and Dir. of Administration with a list of faculty/NFAs who have not responded or have submitted an incomplete packet

Department reviews and provides direction to faculty and SC on next steps

August HR Re-run the eligibility list for departments, to catch any new-hires who were not on the original list.

Ongoing Department Faculty members at the proposed rank or above review and vote on advancement packets

Reviewed as they become available.

Ongoing HR Department and Dean's Office

Responds to requests for additional information and/or Mutual Acknowledgement Letter (MAL)

SC provides MAL template letter to Department, if requested. Department has up to 30 days to respond. SC follows up with Department after 30 days if no response. Dean's Office follows up with Department if no response to SC after their second request and after SC asks for assistance.

Packets up for promotion require letters of reference; a minimum of 3 internal and 3 external references, regardless if the advancement is accelerated or on time. Providing a long list of references is not helpful to one’s chances for advancement and cumbersome to the process. Hence PRDS has set a ceiling of 5 internal and 5 external references. Similarly, a faculty member may opt to provide

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references in addition to E*Value results, often when insufficient E*Value results are available. In such cases a minimum of 5 references are required; PRDS has set a ceiling of 7 letters of Teaching/ Mentoring references. Once the packet is completed in Advance, it will be send on the “the Dean’s Office”, which is to mean, it will be reviewed by the SOD Dean of Academic Affairs and therafter the UCSF VP for Academic Affairs (VPAA). After they have approved the packet, promotion and certain accelerated merit packets are then forwarded to CAP (Committee on Advancement and Promotion) for review and decision. Finally, those packets are returned to the UCSF VPAA for final review and final decision. Actions to be taken on requests for advancements/promotions also have a specific timing to them. The time line is as follows: ACADEMIC PERSONNEL ACTION DATE DUE TO VP ACADEMIC

AFFAIRS (Dean's Office/VPAA) Accelerated Merits Professor V → VI Professor IX → Above-Scale

First Monday in December

Promotions First Monday in December Appraisals Early in the Fourth Year On-Time Merits Fourth Friday in January Five Year Review Fourth Friday in January Here is the workflow for the PRDS Faculty:

*Only for Promotion or certain accelerated merits

Back to Vice Provost on Academic Affairs OfficeFinal disposition

Review by Committee on Academic Personnel (CAP)*Monthly Makes Recommendation

Vice Provost on Academic Affairs Office1 month Passes packet on to CAP

SOD Associate Dean of Academic Affairs1-2 weeks Assoc Dean makes recommendation

Chair reviews and decides on Packet.1 week Chair may request clarifications

Chair letter July - Dec Letter drafted by Division Chair

When ready for Advancement - Call (email) from HRApril Prepare CV in Advance (6 weeks)

Annual evaluation with division chairEvery (prior) July - Sept Faculty work on advancement for the year+

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ADDITIONAL INFORMATION

Characteristics of the Faculty Series Below is an overview of the characteristics of the different faculty series used at UCSF. All five series are used at PRDS.

1. Variation exists between schools and departments in the weighting of criteria. 2. Criteria for promotion of faculty in the Adjunct series can vary depending on the role expected of each

individual. 3. Faculty in the Clinical X series are expected to have creative achievement; however, these are subject to

different criteria than the creative achievements expected of Professor and In Residence faculty members (APM 21). Creative achievements may be given less weight than teaching and professional competence.

4. A formal Appraisal of Achievement and Promise is conducted midway through the Assistant Professor years to alert faculty to their likelihood of promotion to Associate Professor and to summarize their academic strengths and weaknesses.

5. Faculty members in the In Residence and Clinical X series are not entitled to state-funded sabbatical leave, but are eligible for professional development leave. Professional development leave varies among departments.

6. Only at UCSF. If transferring to another campus, the 8-year rule is imposed. 7. During limited periods, the percent effort can be decreased with permission from the Department Chair, the

School Dean, and the Chancellor. However, your UCSF percent effort must represent your total professional commitment.

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8. Faculty appointed after July 1, 2000 do not have an end date, but any In Residence faculty may be converted to a termed appointment (i.e. an appointment with an end date) due to budgetary reasons, programmatic change, and/or lack of work.

9. Faculty in the Clinical X series appointed as Assistant Professors have a termed appointment, i.e., an end-date has been specified. Associate Professor and Professor appointments may be open-ended or termed.

Within each series faculty members are appointed in one of four academic ranks: Instructor, Assistant Professor, Associate Professor, or Professor. See Figure 1 below.

Summary of Criteria for Advancement Creative Activity May include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Scholarly Activity Includes contributions to the literature in the form of manuscripts, chapters, books, participation in invited lectureships, development of workshops for national meetings, and development of new methods, tools or systems processes.

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Research Productivity Includes publication of original articles, a track record of independent or collaborative extramural research funding, and principal investigator status. Teaching Activity Includes formal classroom lectures as well as teaching in the laboratory or clinical setting. Teaching in continuing education programs is also an important component. Mentoring Activity Includes longer-term relationships with students or colleagues that support their professional development and promote excellence in teaching and learning, research, and academic leadership. Public Service Includes departmental, school, and University committee service as well as service to national academic societies, governmental agencies and to the local community.

Publications Your bio-bibliography is the record of your research productivity. All publications should be listed and numbered in the appropriate section. Although published abstracts provide a record of your ongoing research, it is important to culminate your work into documents published in peer-reviewed sources. Peer-reviewed publications are the main criteria by which your research productivity will be evaluated. Your publications should reflect the focused development of your research career as well as your role in the research conducted. First authorship usually signifies the lead role in the conduct of the research reported as well as the primary responsibility for writing the manuscript. Senior (or Last) authorship usually reflects the overall guidance of the research reported as well as careful and frequent review of the manuscript. First, second, and senior (last) authorship are weighed most heavily. The exposition about the Five Significant papers in the CV should explain your research leadership role (from conception to execution to manuscript writing), particularly if it is team

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science/collaborative research, as well as any discipline-specific information, such as different authorship order. First and second author publications are typically most important for promotion from assistant to associate, while senior (last) author publications are typically most important for promotion from association to full. Those in the Health Sciences Clinical series may have independent research pursuits, but are not required or expected to disseminate on the same level as those in the Professor, In Residence, or Clinical X series. Particularly in the Clinical X series (and to a lesser extent the Health Sciences Clinical Professor series), faculty are encouraged to expand the external dissemination of their creative activity via such venues as syllabi, reviews, clinical Web sites, case studies, assessment tools, curricula, presentations, books, book chapters, or published scientific papers. Faculty in the Clinical X series, and perhaps in other clinical endeavors, often create or contribute to expansive, substantially developed course syllabi and/or systems improvement innovations. These sorts of syllabi and systems innovations are considered magna opera and can run to the many hundreds of pages and should be included for review for academic advancement, as evidence of creative activity. Candidate’s Reputation/Renown Appointment as Associate Professor or Professor varies by series. Appointment to Associate Professor requires, at a minimum, a strong local reputation, and in many cases a strong national reputation. Appointment as Full Professor requires a strong regional, and most often, international reputation and appointment as Professor Step 6 requires a sustained regional, national, and for the ladder rank series an international, reputation. Below is a summary for PRDS: Ladder rank Clin X HS Clinical Adjunct In Residence Associate National Regional Local National National Professor International National Regional International International Prof >VI International International National International International For advancement to the Health Sciences Clinical Professor rank, faculty should demonstrate highly distinguished clinical expertise, highly meritorious service, and excellence in teaching. Team-based, Collaborative Science Team-based, collaborative science brings interdisciplinary researchers together to address multifaceted health problems. PRDS values and supports researchers and clinicians whose work focuses on team-based contributions and wishes to ensure that such individuals are recognized and supported for promotion. In all cases the promotion package must clearly describe the specific, significant and unique scholarship that the candidate brought to the work and his/her contributions to the project. This is especially critical when the faculty member has played a key role in collaborative science and holds a middle author position on manuscripts being offered as grounds for advancement. In the case of middle authorship, internal and external collaborators and the senior author of crucial manuscripts must provide reference letters (internal or external) that clearly provide specific and detailed descriptions of the faculty member's contributions that enabled the creative scholarship

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described in the publication. Such letters should also describe the importance of these contributions, so that they can be properly considered during the promotion process. Educator’s Portfolio The Department requires the inclusion of the Educator's Portfolio for all candidates in the Clinical “X” series and strongly recommends that all faculty members who have substantial teaching roles include the Educator's Portfolio in their promotion packet. Normal, On-time Schedules for Advancement At UCSF, advancement from Assistant Professor to Associate Professor, Step I normally occurs after 6 -8 years at the rank of Assistant Professor, or 2 years of service at Step IV. Advancement from Associate Professor to Professor, Step I normally occurs after 6 years at rank or 2 years of service at Associate Professor Step III. The normal period between each step is 2 years for Assistant and Associate Professors and 3 years for Professors. This time schedule is the same for salaried faculty in all series. Accelerated Merits and Promotions Accelerated merits and promotions are an unusual honor bestowed by the department in special circumstances to reward exceptional academic contributions. For examples see: http://academicaffairs.ucsf.edu/academic-personnel/appointment-advancement-reviews/media/UCSF_Criteria_for_Advancement.pdf. Exceptional contribution includes: Prestigious competitive grant Professional service award Sustained level of outstanding achievement Unusual productivity Extraordinary service –administrative, innovative program, 3 year service on major committee

(e.g. IACUC/CHR) And meet all other expectations for action It must be understood that on-time promotions in the department recognize outstanding contributions of national and international renown; therefore, an accelerated promotion should recognize the truly extraordinary. Their respective Division Chair may propose faculty for accelerated promotion. The Chair will then have the responsibility for deciding whether a formal review should be undertaken. These criteria for accelerated promotion are not necessarily linked to administrative advancement or salary negotiation, each of which may also be used to recognize excellence.

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Adjunct Series

Adjunct Assistant Professor

PRDS Recommendations for Advancement through Adjunct Series

RANK—ASSISTANT PROFESSOR On time advancement in this rank is every two years. Maximum time at this rank is 6 years. The process to Promotion to Associate Professor should start no

later than your 6th year. Appointment has an ending date. Adjunct faculty have an imbalanced set of duties with most work in 1 area (research, teaching & mentoring, and service); since in PRDS research is usually the area of emphasis, the following description pertains to faculty with research emphasis.

STEP: Assistant Professor step 1 step 2 step 3 step 4 step 5* step 6* (*special steps if promotion not on time) FACULTY %: 0-100%, mainly 100%

TEACHING & MENTORING

Participation in clinical, basic science or research related teaching is not required, but: • Teaching (basic sciences, preclinical laboratory procedures, , epidemiology, biostatistics, dental public health) to predoctoral

students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, trainees, and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuously improving E*value evaluations • Letters from students, trainees, mentees

Some programs provide salary support for teaching faculty; e.g. SOD IDP, Department of Epidemiology and Biostatistics TICR and MCR. Consider these resources to develop teaching and mentoring skills as Assistant Professor: Teaching Resources: Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Campus Council on Faculty Life: Faculty Mentoring Program Focus is on developing solid teaching and mentoring skills. Take part in available resources to develop these skills. Strive to improve your teaching evaluations with reflection and continual practice. Develop your CV to ensure proper organization and reflection of activities. If research is the area of emphasis, teaching and mentoring are not required to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated participation in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments

Examples:

• Presentations – developing a regional reputation that at higher steps has developed into a budding national reputation is expected for PRDS faculty. Working towards 1-2 presentations per year, including possibly invited presentations, is expected for PRDS faculty to remain competitive in their field. Consider presenting at AADR/IADR, research societies, PRDS Journal Club, ADEA, etc.

• Invited Presentations: consider presenting at research seminars at peer institutions, local chapters of national organizations, etc. • Editorial / Reviewer Activities: PRDS faculty are encouraged to engage in up to three journal reviews per year • Grant Reviews – PRDS faculty are encouraged to participate in grant reviews at this level of their career • Professional Organization Activities: consider being active in scholarly organizations; consider starting by attending open

business meetings, volunteering for committees, chairing sessions, reviewing abstracts, etc for national research groups/networks, and participating in leadership of local chapters

• Honors and Awards, including nominations Consider these resources to develop professional competence as Assistant Professor:

UCSF Academic Senate Travel Grant (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become more prominent in local and regional professional activities: taking part in regional presentations with scholarly organizations. Consider who you will ask to be your external references when you are up for promotion to Associate Professor. References should be at or above the level for the proposed promotion; for Associate, this should include colleagues (and if possible division or department chairs) from peer institutions across the nation who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is essential. Scholarly or creative work should be derived from activities that are in support of your primary research, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – Depending on the nature of research and creative activities a continuous output of publications is expected at the higher steps and required before promotion to Associate Professor.

• Independent extramural research funding – This is an important driver (but not required by APM) towards promotion for Associate Professor

• Principal investigator status – as PRDS faculty move through the steps, they are expected to contribute as co-investigator on larger NIH grants; PI status at K-level awards; or PI intramural status awards (i.e. RAP grants). Not all ladder rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working on team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund (http://guides.ucsf.edu/oafund/about) As faculty advance through the steps, there is the expectation that faculty actively start the process of building a reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are important. Think of ways how you can co-author a paper, co-develop a grant, etc.

UNIVERSITY & PUBLIC SERVICE

Service to your profession is not required for the Adjunct series but service is best when related to your area(s) of professional expertise and achievement: University Service:

• Involvement in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, and campuswide Academic Senate

Examples: Applicant interviewer for predoctoral DDS or IDP programs Academic Senate Committee on Research membership Resource Allocation Program (RAP) grant reviewer Limited Submission Opportunity (LSO) Program grant reviewer Research and Clinical Excellence Day planning committee Global Oral Health Symposium planning committee

Public Service:

• Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and scholarly or creative activity/practice.

Professional Service:

• Involvement in professional organizations and societies • Other examples of service: election to office (or other service) to professional, scholarly, scientific, educational, governmental

agencies and organizations As faculty members start out in this rank, take time to familiarize yourself with current Department activities and University committees (campus, school, department). As faculty members advance through the steps, faculty may participate in additional Departmental activities. Faculty members are encouraged to participate in community service activities as they advance through the steps.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications:

• Examples: efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students, trainees, and faculty members, particularly from underrepresented and underserved populations, including those who are the first in their family to graduate college or attend professional/graduate school.

*The materials were adapted from PMAP; for further specifics please review the APM

Adjunct Associate Professor

PRDS Recommendations for Advancement through Adjunct Series

RANK—ASSOCIATE PROFESSOR On time advancement in this rank is every two years for steps 1 through 3 and three years for steps 4 and 5. No maximum time at this rank. Appointment has

an ending date. Adjunct faculty have an imbalanced set of duties with most work in 1 area (research, teaching & mentoring, and service); since in PRDS research is usually the area of emphasis, the following description pertains to faculty with research emphasis.

STEP: Assistant Professor step 1 step 2 step 3 step 4* step 5* (*special steps in lieu of Professor step 1) FACULTY %: 0-100%, mainly 100%

TEACHING & MENTORING

Participation in clinical, basic science or research related teaching is not required, but: • Teaching (e.g. basic sciences, preclinical laboratory procedures, epidemiology, biostatistics, dental public health) to predoctoral

students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, residents, trainees, and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuously improving E*value evaluations • Letters from students, trainees, mentees

Some programs provide salary support for teaching faculty; e.g. SOD IDP, Department of Epidemiology and Biostatistics TICR and MCR. Consider these resources to develop teaching and mentoring skills as Associate Professor: Teaching Resources: Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF CTSI Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating solid teaching and mentoring skills. Strive to improve your teaching evaluations with reflection and continual practice. If research is the area of emphasis, teaching and mentoring are not required to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments

Examples:

• Presentations – developing a national reputation that at higher steps has developed into a budding international reputation is expected for PRDS faculty at this rank. Working towards 2-3 presentations per year, including possibly invited presentations, is expected for PRDS faculty at this rank to remain competitive in their field.

• Editorial / Reviewer Activities: PRDS faculty are encouraged to engage in approximately 3 journal reviews per year • Grant Reviews – PRDS faculty are encouraged to participate in grant reviews at this level of their career • Professional Organization Activities: consider being part of leadership of organizations; consider starting by attending open

business meetings, volunteering for committees, chairing sessions, reviewing abstracts, etc. for national research groups/networks, and participating in leadership of local chapters (e.g. running for office).

• Honors and Awards, including nominations Consider these resources to develop professional competence as Associate Professor: UCSF Academic Senate Travel Grant for new faculty (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund)

As faculty advance through the steps, there is the expectation that faculty become more prominent in national professional activities: i.e. taking part in national presentations with dental or other scientific societies/organizations. Consider who you will ask to be your external references when you are up for promotion to Professor. References should already be at the level for the proposed promotion; for Professor, this should include Full Professor colleagues (and if possible division chairs, department chairs, and deans) from national and international peer institutions who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is essential. Scholarly or creative work should be derived from activities that are in support of your primary research, clinical teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples of Independent Research:

• Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every higher step of this rank, with the volume dependent on the nature of the faculty member’s research and creative activities

• Authorship – Increasing number of publications, especially at higher steps, reflect senior (last) authorship, with others as first or second authorship.

• Independent extramural research funding – This is an important (but not required by APM) driver towards promotion to Professor. PRDS faculty at this rank will often have obtained independent extramural funding before being promoted to Professor rank

• Principal investigator status – as PRDS faculty move through the steps, they are expected to move from co-investigator status on larger NIH grants to PI status on smaller extramural grants (i.e. R03, R21) as they move through the steps or key lead on a component of team science projects. Not all adjunct rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

Examples of Creative Activity may include the development of:

• Innovative programs that advance the fundamental missions of the Department, School or the University; • Innovative teaching materials or teaching approaches or delivery; • The generation and publication of new knowledge; • The enhancement of a service

As faculty members advance through the steps, there is the expectation that faculty members actively build a national reputation through the development of a portfolio of publications. Additionally, collaborations with others are important. Think of ways how you can co-author a paper, co-develop a grant, etc..

UNIVERSITY & PUBLIC SERVICE

Significant service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, and/or UCSF campus

Examples: Applicant interviewer for predoctoral DDS or IDP programs SOD reseach advisory committee membership Academic Senate Committee on Research membership

Resource Allocation Program (RAP) grant reviewer Limited Submission Opportunity (LSO) Program grant reviewer Research and Clinical Excellence Day planning committee Global Oral Health Symposium planning committee

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement and leadership in professional organizations and societies • Involvement and leadership in editorial boards • Other examples of service: election to office (or other service) to scholarly, scientific, educational, governmental agencies and

organizations As faculty advance through the steps, there is the expectation that faculty participate in PRDS Departmental, SOD and UCSF campus wide Committees. Faculty are encouraged to participate in professional/community service activities as they advance through the steps.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations.

*The materials were adapted from PMAP; for further specifics please review the APM

Adjunct Professor

PRDS Recommendations for Advancement through Adjunct Series

RANK—PROFESSOR On time advancement in this rank is every three years. Appointment has an ending date. Service at Professor Step 6 or higher may be of indefinite duration.

Adjunct faculty have an imbalanced set of duties with most work in 1 area (research, teaching & mentoring, and service); since in PRDS research is usually the area of emphasis, the following description pertains to faculty with research emphasis.

STEP: Assistant Professor step 1 step 2 step 3 step 4 step 5 || P

†Pstep 6 step 7step 8 step 9 P

†PAbove Scale ( P

†Pspecial criteria)

FACULTY %: 0-100%, mainly 100%

TEACHING & MENTORING

Participation in clinical, basic science or research related teaching is not required, but: • Teaching (e.g. basic sciences, preclinical laboratory procedures, epidemiology, biostatistics, dental public health) to predoctoral

students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, residents, trainees, and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): UstriveU for continuously improving E*value evaluations • Letters from students, trainees, mentees

Some programs provide salary support for teaching faculty; e.g. SOD IDP, Department of Epidemiology and Biostatistics TICR and MCR. Consider these resources to maintain teaching and mentoring skills as Professor: Teaching Resources: Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF CTSI Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to maintain and/or further improve your teaching evaluations with reflection and continual practice. If research is the area of emphasis, teaching and/or mentoring are UnotU required to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments

Consider these resources to develop professional competence as Professor: UCSF Academic Senate Travel Grant for new faculty ( 31TUhttps://senate.ucsf.edu/travel-grant U31T) UCSF Chancellor’s Fund Grants for travel including international travel ( 31Thttps://senate.ucsf.edu/chancellors-fund31T) Examples:

• Presentations – developing an international reputation that at higher steps is well recognized is expected for PRDS faculty at this rank. 3-5 presentations per year, including possibly invited presentations, are expected for PRDS faculty at this rank to remain competitive in their field.

• Editorial / Reviewer Activities: PRDS faculty are encouraged to engage in approximately 4 journal reviews per year • Grant Reviews – PRDS faculty at this rank are encouraged to participate in grant reviews at this level of their career • Professional Organization Activities: PRDS faculty at this rank are encouraged to be part of leadership of organizations; start by

attending open business meetings, volunteering for committees, chairing sessions, reviewing abstracts, etc for national research

groups/networks, and participating in leadership of local chapters and national research groups/networks(e.g. running for office) • Honors and Awards, including nominations

As faculty advance through the steps, there is the expectation that faculty become prominent in international professional activities. Consider who you will ask to be your external references when you are up for promotion to Professor Step 6. References should be at the level for the proposed promotion; for Step 6, this should include international experts in positions of prominence such as leaders of international organizations, deans or department chairs of top academic institutions, and editors of top journals.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is essential. Scholarly or creative work should be derived from activities that are in support of your primary research, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every higher step of this rank, with the volume dependent on nature of the faculty member’s research and creative activities

• Authorship – Most publications while in this rank reflect last (senior) authorship • Independent extramural research funding – Competitive extramural support is an important driver (but not required by the APM)

for advancement through the steps for PRDS faculty at this rank • Principle investigator status – PI, Multiple PI, or Sub-Project/Research Component/Core Lead status is expected for PRDS faculty

in this rank. Not all adjunct rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor

Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund ( 31Thttp://guides.ucsf.edu/oafund/about 31T) As faculty advance through the steps, there is the expectation that faculty actively build an international reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others is deemed essential. Think of ways how you can develop multiple PI opportunities.

UNIVERSITY & PUBLIC SERVICE

Significant service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, UCSF campus and UC wide

Examples: Applicant interviewer for predoctoral DDS or IDP programs SOD research advisory committee membership Academic Senate Committee on Research membership Resource Allocation Program (RAP) grant reviewer Limited Submission Opportunity (LSO) Program grant reviewer Research and Clinical Excellence Day planning committee Global Oral Health Symposium planning committee

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement and leadership in professional organizations and societies • Involvement and leadership in editorial boards • Other examples of service: election to office (or other service) to scholarly, scientific, and educational organizations as well as

selection to advise governmental agencies As faculty advance through the steps, faculty may participate in PRDS Departmental, SOD, UCSF campus and UC Systemwide Committees as active members. Faculty are encouraged to participate in professional/community service activities to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students, trainees, and faculty members, particularly from underrepresented and underserved populations, including those who are the first in their family to graduate college or attend professional/graduate school.

*The materials were adapted from PMAP; for further specifics please review the APM

v. February 2018

Clinical X Series

Clinical X Assistant Professor

PRDS Recommendations for Advancement through Clinical X Series

RANK—ASSISTANT PROFESSOR On time advancement in this rank is every two years. Maximum time at this rank is 8 years. The process of Promotion to Associate Professor should start no

later than your 6th year. You are a Member of the Academic Senate STEP: Assistant Professor step 1 step 2 step 3 step 4 step 5* step 6* (special steps if promotion not on time) FACULTY %: mainly 100%

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics, dental

public health) to predoctoral students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students and trainees • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous evolving E*value evaluations • Letters from students, trainees, and mentees

Consider these resources to develop teaching and mentoring skills as Assistant Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on developing excellent teaching and mentoring skills. Take part in available resources to develop these skills. Strive to improve your teaching evaluations with reflection and continual practice. Develop your CV to ensure proper organization and reflection of activities. As faculty advance through the steps, there is the expectation that teaching and mentoring improves and the skills grow. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification – being eligible for board certification (if applicable) is expected for PRDS faculty at lower steps

with completed board certification at higher steps and before promotion to Associate Professor level.

Examples: • Presentations – developing a local reputation that at higher steps has developed into a budding regional reputation is expected

for PRDS faculty. Working towards 1-2 presentations (they do not need to be invited) per year is expected for PRDS faculty at this rank to remain competitive in their field. Consider presenting at Study Clubs, Dental Societies, Dental Organizations, ADEA, AADR/IADR, etc.

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately two journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grants Review – PRDS faculty at this rank are encouraged to participate in grants review at this level of their career • Professional Organization Activities: consider being part of leadership of organizations; start by attending open business meetings • Honors and Awards, including nominations

Consider these resources to develop professional competence as Assistant Professor: UCSF Academic Senate Travel Grant (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become more prominent in local and regional professional activities: taking part in local presentations with local study clubs and dental societies/organizations. Consider who you will ask to be your external references when you are up for promotion to Associate Professor. References should be at or above the level for the proposed promotion; for Associate, this should include colleagues (and if possible division or department chairs) from peer institutions across the nation who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is expected. Scholarly or Creative work should be derived from activities that are in support of your primary research, clinical teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – Depending on the nature of research and creative activities a continuous output of publications is expected at the higher steps and required before promotion to Associate Professor.

• Authorship – high quality publications, especially as first, second, or senior (last) author; first, second, or senior authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – This is an important driver (but not required by APM) towards promotion for Associate Professor

• Principal investigator status – as PRDS faculty move through the steps, contributing as co-investigators; PI status at K-level awards; or PI status intramural awards (i.e. UCSF small grants programs such as RAP) is another example for PRDS faculty at this rank. Not all Clinical X rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working on team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

• Expansion or administration of a clinical program – i.e. AEGD program; Externship program Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund (http://guides.ucsf.edu/oafund/about) As faculty advance through the steps, there is the expectation that faculty actively start the process of building a local and regional reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are important. Think of ways how you can co-write a paper, co-develop a grant, co-manage programs, etc.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high-quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Academic Senate; UC System-wide • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department and/or School of Dentistry

Examples:

Applicant interviewer for predoctoral DDS or IDP programs SOD committee membership Academic Senate committee membership

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement and leadership in professional organizations and societies • Other examples of service: election to office (or other service) to scholarly, scientific, educational, governmental agencies and

organizations Take time to familiarize yourself with current Departmental level activities and University committees (campus, school, department). As faculty advance through the steps, there is the expectation that faculty members are actively engaged and participate in PRDS Departmental and SOD Committees as active members. Faculty members are required to participate in professional/community service activities as prerequisite to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

Clinical X Associate Professor

PRDS Recommendations for Advancement through Clinical X Series

RANK—ASSOCIATE PROFESSOR On time advancement in this rank is every two years. Normal time at this rank is 6 year. However, it is possible to stay indefinitely at Associate Step 5. You are

a Member of the Academic Senate STEP: Assistant Professor step 1 step 2 step 3 step 4* step 5* (special steps in lieu of Professor step 1) FACULTY %: mainly 100%

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics, dental

public health) to predoctoral students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous evolving E*value evaluations • Letters from students, trainees, mentees

Consider these resources to develop teaching and mentoring skills as Associate Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to improve your teaching evaluations with reflection and continual practice. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered. As stated in the APM and the Faculty Handbook, excellence teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification –Obtaining board certification/recertification (if applicable) is expected for PRDS faculty at this

rank.

Examples: • Presentations – developing a regional reputation that at higher steps has developed into a budding national reputation (e.g.

through the addition of invited invitations). Working towards 2-3 presentations per year is expected for PRDS faculty at this rank to remain competitive in their field. (Inter) national presentations may be weighted more than regional presentations in order to make this benchmark.

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately 3 journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grants Review – PRDS faculty are encouraged to participate in grants review at this level of their career • Professional Organization Activities: consider being part of leadership of organizations; start by attending open business

meetings, volunteering for committees, etc., and then running for office • Honors and Awards, including nominations

Consider these resources to develop professional competence as Associate Professor: UCSF Academic Senate Travel Grant for new faculty (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become more prominent in national professional activities: i.e. taking part in national presentations with dental or other scientific societies/organizations. Consider whom you will ask to be your external references when you are up for promotion to Professor. References should already be at the level for the proposed promotion; for Professor, this should include Full Professor colleagues (and if possible division chairs, department chairs, and deans) from national and international peer institutions who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and/or significant creative activity is expected. Scholarly or Creative work should be derived from activities that are in support of your primary research, clinical teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every higher step of this rank, with the volume dependent on the nature of the faculty member’s research and creative activities

• Authorship – Increasing number of publications, especially at higher steps, reflect senior (last) authorship, with others as first or second authorship. First authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – This is an important (but not required by APM) driver towards promotion to Professor. PRDS faculty at this rank will often have obtained independent extramural funding before being promoted to Professor rank

• Principal investigator status – Moving from co-investigator status on larger NIH grants to PI status on smaller extramural grants (i.e. R03, R21) as they move through the steps or becoming key lead on a component of team science projects, are other examples for PRDS faculty at this rank. Not all Clinical X rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

• Expansion or administration of a clinical program – i.e. Significant and high quality leadership of AEGD program; Externship program with measurable outcomes

As faculty members advance through the steps, there is the expectation that faculty members actively build a regional reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are important. Think of ways how to co-author a paper, co-develop a grant, co-manage a program, etc.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Academic Senate • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, and/or UCSF campus

Examples: Applicant interviewer for predoctoral DDS or IDP programs Committee membership and Committee Chair

Help organize a Retreat

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement and leadership in professional organizations and societies • Involvement and leadership in editorial boards • Other examples of service: election to office (or other service) to scholarly, scientific, educational, governmental agencies and

organizations As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental, SOD and UCSF campus wide Committees as active members. Faculty are required to participate in professional/community service activities as prerequisite to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM

PRDS Advancement Standard v.2018

Clinical X Professor

PRDS Recommendations for Advancement through Clinical X Series

RANK—PROFESSOR On time advancement in this rank is every three years. You are a Member of the Academic Senate

STEP: Assistant Professor step 1 step 2 step 3 step 4 step 5 ||†step 6 -> †step 9 (†special criteria) FACULTY %: mainly 100%

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics,

dental public health) to predoctoral students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, residents, and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous evolving E*value evaluations • Letters from students, trainees, mentees

Consider these resources to maintain teaching and mentoring skills as Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF CTSI Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to maintain and/or further improve your teaching evaluations with reflection and continual practice. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification – Having obtained board certification/recertification (if applicable) is expected for PRDS faculty at

this rank.

Examples: • Presentations – developing a national reputation that at the highest steps (Step 6 and higher) is internationally recognized (e.g.

through invited invitations) is expected for PRDS faculty at this rank. 3-4 presentations per year are expected for PRDS faculty at this rank to remain competitive in their field. (Inter)national presentations may be weighted more than regional presentations in order to make this benchmark. At discretion, presentations made by members of the faculty member’s research team may be considered towards this benchmark

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately four journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grants Review – PRDS faculty at this rank are encouraged to participate in grants review at this level of their career • Professional Organization Activities: PRDS faculty at this rank are expected to be part of leadership of organizations; start by

attending open business meetings, volunteering for committees, etc., and then running for office • Honors and Awards, including nominations

Consider these resources to develop professional competence as Professor:

UCSF Academic Senate Travel Grant for new faculty (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel including international travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become prominent in national professional activities. Consider whom you will ask to be your external references when you are up for promotion to Professor Step 6. References should be at the level for the proposed promotion; for Step 6, this should include international experts in positions of prominence such as leaders of international organizations, deans or department chairs of top academic institutions, and editors of top journals.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and/or significant creative activity is expected. Scholarly or creative work should be derived from activities that are in support of your primary research, clinical teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every higher step of this rank, with the volume dependent on nature of the faculty member’s research and creative activities

• Authorship – Most publications while in this rank reflect last (senior) authorship. Senior (last), first or second authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – Competitive extramural support is an important driver (but not required by the APM) for advancement through the steps for PRDS faculty at this rank.

• Principal investigator status – PI, Multiple PI, or Sub-Project/Research Component/Core Lead status is another example for PRDS faculty at this rank. Not all Clinical X rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor

• Expansion or administration of a clinical program – i.e. Significant and high quality leadership of AEGD program; Externship program with measurable outcomes; development of novel quality improvement programs

Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund (http://guides.ucsf.edu/oafund/about) As faculty advance through the steps, there is the expectation that faculty actively build a national reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are deemed essential. Think of ways how you can develop multiple project opportunities.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Academic Senate; UC System-wide • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, UCSF campus and UC wide

Examples: Applicant interviewer for predoctoral DDS or IDP programs Committee membership and Committee Chair

Help organize a Retreat

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement and leadership in professional organizations and societies • Involvement and leadership in editorial boards • Other examples of service: election to office (or other service) to scholarly, scientific, and educational organizations as well as

selection to advise governmental agencies As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental, SOD, UCSF campus and UC Systemwide Committees as active members and Chairs. Faculty are required to participate in professional/ community service activities as prerequisite to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM

PRDS Advancement Standard v.2018

v. February 2018

HS Clinical Series

Health Sciences Clinical Assistant Professor

PRDS Recommendations for Advancement through HS Clinical Professor Series

RANK—ASSISTANT CLINICAL PROFESSOR On time advancement in this rank is every two years. Prepare ahead of time. In order to advance, consider each topic below. Faculty must continuously

develop and actively participate to be considered for on time advancement. As you advance through the steps, the expectations increase in order to successfully receive your advancement. In addition, the expectations also increase respective to your faculty appointment time percentage. Seek guidance from your Division Chair to help format your CV. It is highly recommended that you meet with your Division Chair on a regular basis to review your Annual

Career Planning Conference document.

STEP: Clinical Instructor step 1 step 2 step 3 step 4 step 5* step 6* (special steps if promotion not on time)

FACULTY %: 10-20% 40-60% 80-100%

TEACHING & MENTORING

Demonstrated excellence in clinical or clinically relevant teaching and mentoring is essential:

Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures and other health science topics) to predoctoral students, residents and other clinicians concerned with patient care

Document clinical teaching: e.g. chair-side teaching, hours on the clinic floor supervising students, % time spent teaching etc.

Advising and mentoring students, trainees, and faculty

CV (quantity of teaching; type of mentoring)

Formal evaluations of teaching (E*value): strive for continuous improving E*value evaluations

Letters from students, trainees, and mentees Consider these resources to develop teaching and mentoring skills as an HS Assistant Clinical Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching Track Mentoring Resources: UCSF Accelerate Mentor Training Program (for clinical and translational research mentors) Campus Council on Faculty Life: Faculty Mentoring Program As faculty start out in this rank, main focus is developing into an excellent teacher and mentor. Take advantage of available resources to develop these skills. Strive to improve your teaching evaluations with continual reflection and practice. Develop your CV to ensure proper organization and recognition of activities. As faculty advance through the steps, there is the expectation that teaching and mentoring improves and the skills grow.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on excellence in professional practice demonstrating clinical expertise or achievement and the quality of patient care:

Professional Capabilities

Peer evaluations

Trainee assessments

Board certification/recertification

Evidence of achievement, leadership, or demonstrated progress in development or utilization of new approaches and techniques for the solution of clinical problems.

Additional training: Post-dental degree or specialty certificate training

Examples:

Presentations / Publications: consider presenting at Study Clubs, Dental Societies, Dental Organizations, etc. (presentations do not need to be invited presentations)

Editorial / Reviewer Activities: reviewer for journal(s). Serving on an Editorial Board or being a guest editor of a special issue will

be considered as commendable.

Professional Organization Activities: consider service activities in professional organizations

Honors and Awards As faculty start out in this rank, familiarize yourself with dental organizations and available activities. As faculty advance through the steps, there is the expectation that faculty become more prominent in local and regional professional activities: taking part in regional presentations with local study clubs and dental societies/organizations. Consider who you will ask to be your external references when you are up for promotion to HS Associate Clinical Professor. Become involved with local and regional activities to familiarize and build relationships with other dental professionals in the area.

SCHOLARLY & CREATIVE WORK

Scholarly or creative work should be derived from activities that are in support of your primary clinical teaching, professional, and service activities/responsibilities and can include involvement in clinical research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

Team up with one of the course directors and help develop part of the curriculum: CE forms, checklists, teaching manuals, additional teaching materials, etc.

Volunteer to give presentations during quarter break or lunch time to fellow colleagues on relevant clinical/teaching topics to open discussion and/or to disseminate ways to improve and calibrate via peer learning.

Present a paper at the monthly EBD journal club

Team up with our basic scientists who are developing translational scientific projects As faculty start out in this rank, take time to familiarize yourself with current curriculum and teaching philosophy. As faculty advance through the steps, there is the expectation that faculty become more involved with the development of the curriculum and learning materials for both students and faculty. Think of ways that you can contribute to the mission of our Department. Discuss with current course directors and clinic directors of any new ideas and innovations. Are there any concerns and issues that can be improved with new teaching materials and avenues? Take the initiative to execute your ideas.

UNIVERSITY & PUBLIC SERVICE

University Service:

Service to PRDS Department and/or School of Dentistry

Involvement and leadership in department activities or to the University (Department, School or Campus) is expected.

Examples: Applicant interviewer for predoctoral DDS or IDP programs

Public Service:

Service to the community and general public related to your area(s) of expertise in health, education, scholarly or creative activity/practice.

Service to your profession must be made and should be related to your area(s) of professional expertise and achievement:

Other examples of service: election to office (or other service) to professional, scholarly, scientific, educational, governmental agencies and organizations

As faculty start out in this rank, take time to familiarize yourself with current Department activities and University committees (Campus, School, or Department). As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in Department activities and at least on the School and Department Committees as active members. Faculty are encouraged to participate

in community service activities as you advance through the steps.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications:

Examples: efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that highlights inequalities.

Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations.

Scholarly activities (such as research) to study ways to foster diversity

ADVANCEMENT In order to be promoted to the Associate Professor rank in this series, the individual’s record must demonstrate contributions to creative, administrative or scholarly activities. Evidence may include, but is not limited to, the following examples arranged by activity:

Education and Training o Development of or contributions to educational curricula o Developing or overseeing a lecture series or seminar discussion series o Development of or contributions to community-oriented programs o Development of or contributions to community outreach or information programs

Administrative or Programmatic Leadership o Development of or contributions to administration (supervision) of a clinical service or health care facilities o Development of or contributions to administration training programs

Quality or System Improvement o Development of or contributions to clinical guidelines or pathways o Development of or contributions to quality improvement programs o Development of or contributions to medical or other interdisciplinary information system o Participation in the advancement or university professional practice programs

Scholarly o Development, oversight, and/or coordination of a lecture series o Dissemination of clinical, QI, or educational manuscripts

Mentoring o Development of novel mentoring programs

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

Health Sciences Clinical Associate Professor

PRDS Recommendations for Advancement through HS Clinical Professor Series

RANK—ASSOCIATE CLINICAL PROFESSOR On time advancement in this rank is every two years (*every 3 years for steps 4 and 5). It is possible to stay indefinitely at Associate Step 5. Prepare ahead of

time. Ensure that your CV is up-to-date. In order to advance, consider each category below. You must contribute with distinction in all of these categories: Teaching, professional competence and activity, creative work, and University and public service. It is expected that you will demonstrate substantial growth

and accomplishment in your area of expertise. As you advance through the steps, the expectations increase in order to successfully receive your advancement. In addition, the expectations also increase respective to your faculty appointment time percentage. It is highly recommended that you meet with

your Division Chair on a regular basis to review your Annual Career Planning Conference document.

STEP: step 1 step 2 step 3 step 4* step 5* (special steps if promotion not on time) FACULTY %: 10-20% 40-60% 80-100%

TEACHING & MENTORING

Demonstrated excellence in clinical or clinically relevant teaching and mentoring is essential: • Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures and other health science topics)

to predoctoral students, residents and other clinicians concerned with patient care • Document clinical teaching: e.g. chair-side teaching, hours on the clinic floor supervising students, % time spent teaching etc. • Advising and mentoring students and faculty. Consider taking part in 1st year dental student mentoring program. Consider

becoming a Clinical Coach to mentor 3rd and 4th year dental students. Take part in new faculty onboarding mentoring. • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): continuous evolving E*value evaluations • Letters from students, trainees and mentees • Receipt of teaching awards

Consider these resources to develop teaching and mentoring skills as an HS Associate Clinical Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching Track ( started Certificate Program) Mentoring Resources:

• UCSF Accelerate Mentor Training Program (for clinical and translational research mentors) • Teaching Observation Program (TOP) Mentor • Campus Council on Faculty Life: Faculty Mentoring Program

Focus is on demonstrating excellent teaching and mentoring skills. Strive to improve your teaching evaluations with continual reflection and practice. Continually update and develop your CV to ensure proper organization and reflection of activities. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on excellence in professional practice demonstrating clinical expertise or achievement and the quality of patient care:

• Professional Capabilities—demonstration of high quality patient care, high level of competence in clinical specialty, expanded clinical responsibilities, reputation as an outstanding referral health care provider

• Peer evaluations: • Trainee assessments • Board certification/recertification • Evidence of achievement, leadership, or demonstrated progress in development or utilization of new approaches and techniques

for the solution of clinical problems. • Additional training: Post-dental degree or specialty certificate training

Other Examples:

• Presentations / Publications: Presenting at Study Clubs, Dental Societies, Dental Organizations, etc. (Presentations do not need to be invited presentations)

• Editorial / Reviewer Activities: reviewer for journals. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Significant participation in activities of clinical or professional groups • Honors and Awards

As faculty advance through the steps, there is the expectation that faculty become more prominent in local and regional professional activities: i.e. taking part in regional presentations with local study clubs and dental societies/organizations. Consider who you will ask to be your external references when you are up for promotion to HS Full Clinical Professor. References should already be at the level for the proposed promotion; for Professor, this should include Full Professor colleagues. Be involved with local and regional activities to build and strengthen relationships with other dental professionals in the area.

SCHOLARLY & CREATIVE WORK

Scholarly or creative work should be derived from activities that are in support of your primary clinical teaching, professional, and service activities/responsibilities and can include involvement in clinical research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Team up with one of the course directors and help develop part of the curriculum: CE forms, checklists, teaching manuals, additional teaching materials, etc.

• Consider being a co-course director or section leader to further develop the curriculum • Give presentations during quarter break or lunch time to fellow colleagues on relevant clinical/teaching topics to open discussion

and/or to disseminate ways to improve and calibrate via peer learning. • Present a paper at the monthly EBD journal club • Team up with our basic scientist who are developing translational scientific projects

At this rank, faculty are expected to be familiar with current curriculum and teaching philosophies. As faculty advance through the steps, there is the expectation that faculty are involved with the development of the curriculum and learning materials for both students and faculty. Think of ways that you are contributing to the mission of our Department. Discuss with current course directors and clinic directors of any new ideas and innovations. Are there any concerns and issues that can be improved with new teaching materials and avenues? Take the initiative to execute your ideas. Additionally, collaborations with others are important. Think of ways of how you can co-write a paper, co-develop new teaching materials/aids, etc.

UNIVERSITY & PUBLIC SERVICE

University Service: • Service to PRDS Department and/or School of Dentistry • Involvement and leadership in department activities or to the University (Campus, School, or Department) is expected. • Examples: Applicant interviewer for predoctoral DDS or IDP programs

Public Service:

• Service to the community and general public related to your area(s) of expertise in health, education, scholarly or creative activity/practice.

Service to your profession must be made and should be related to your area(s) of professional expertise and achievement:

• Other examples of service: election to office (or other service) to professional, scholarly, scientific, educational, governmental agencies and organizations

As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental

and SOD Committees as active members. Consider chairing one of the Committees. Consider participating on Campus/University level Committees. Faculty are required to participate in professional and community service activities as you advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications:

• Examples: efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that highlights inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

ADVANCEMENT In order to be appointed or promoted to the Associate Professor or promoted to Professor rank in this series, the individual’s record must

demonstrate contributions to creative, administrative or scholarly activities. Evidence may include, but is not limited to, the following examples arranged by activity:

• Education and Training o Development of or contributions to educational curricula o Developing or overseeing a lecture series or seminar discussion series o Development of or contributions to community-oriented programs o Development of or contributions to community outreach or information programs

• Administrative or Programmatic Leadership o Development of or contributions to administration (supervision) of a clinical service or health care facilities o Development of or contributions to administration training programs

• Quality or System Improvement o Development of or contributions to clinical guidelines or pathways o Development of or contributions to quality improvement programs o Development of or contributions to medical or other interdisciplinary information system o Participation in the advancement or university professional practice programs

• Scholarly o Development, oversight, and/or coordination of a lecture series o Dissemination of clinical, QI, or educational manuscripts

• Mentoring o Development of novel mentoring programs

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

Health Sciences Clinical Professor

PRDS Recommendations for Advancement through HS Clinical Professor Series

RANK—FULL CLINICAL PROFESSOR On time advancement in this rank is every 3 years. Prepare ahead of time. Ensure that your CV is up-to-date. In order to advance, consider each category

below. You must contribute with distinction in all of these categories: teaching, professional competence and activity, creative work, and University and public service. It is expected that you will demonstrate substantial growth and accomplishment in your area of expertise. As you advance through the steps, the

expectations increase in order to successfully receive your advancement. In addition, the expectations also increase respective to your faculty appointment time percentage. It is highly recommended that you meet with your Division Chair on a regular basis to review your Annual Career Planning Conference

document.

STEP: step 1 step 2 step 3 step 4 step 5 *involves full career review to step 6 step 7 step 8 step 9 above scale

FACULTY %: 10-20% 40-60% 80-100%

TEACHING & MENTORING

Demonstrated excellence in clinical or clinically relevant teaching and mentoring is essential:

Teaching (basic sciences, preclinical laboratory procedures, mastery of clinical procedures and other health science topics) to predoctoral students, residents and other clinicians concerned with patient care

Document clinical teaching: e.g. chair-side teaching, hours on the clinic floor supervising students, % time spent teaching etc.

Advising and mentoring students and faculty. Mentor of 1st year dental student mentoring program; Clinical Coach to mentor 3rd and 4th year dental students, mentor to new faculty onboarding

CV (quantity of teaching; type of mentoring)

Formal evaluations of teaching (E*value): strive for continuous evolving E*value evaluations

Letters from students, trainees and mentees

Receipt of teaching awards Consider these resources to develop teaching and mentoring skills as an HS Full Clinical Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching Track ( completion of Certificate Program) Mentoring Resources:

UCSF Accelerate Mentor Training Program (for clinical and translational research mentors)

Teaching Observation Program (TOP) Mentor

Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to maintain and/or further improve your teaching evaluations with continual reflection and practice. Continually update and develop your CV to ensure proper organization and reflection of activities. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on excellence in professional practice demonstrating clinical expertise or achievement and the quality of patient care:

Professional Capabilities—demonstration of high quality patient care, high level of competence in clinical specialty, expanded clinical responsibilities, reputation as an outstanding referral health care provider

Peer evaluations:

Trainee assessments

Board certification/recertification

Evidence of achievement, leadership, or demonstrated progress in development or utilization of new approaches and techniques for the solution of clinical problems.

Additional training: Post-dental degree or specialty certificate training

Other Examples:

Presentations / Publications: Presenting at Study Clubs, Dental Societies, Dental Organizations, etc. (As faculty advance through the steps, at this rank some of the presentations are expected to be invited presentations)

Editorial / Reviewer Activities: Reviewer for journals. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

Significant participation in activities of clinical or professional groups

Honors and Awards As faculty advance through the steps, there is the expectation that faculty become prominent in regional and national professional activities: i.e. taking part in regional/national presentations with study clubs and dental societies/organizations, be a part of board or other leadership activities of these societies and organizations. Consider who you will ask to be your external references when you are up for Professor step 6 which requires full career review.

SCHOLARLY & CREATIVE WORK

Scholarly or creative work should be derived from activities that are in support of your primary clinical teaching, professional, and service activities/responsibilities and can include involvement in clinical research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

Team up with one of the course directors and help develop part of the curriculum: CE forms, checklists, teaching manuals, additional teaching materials, etc.

Consider being a course director, co-course director or section leader to develop the curriculum

Give presentations during quarter break or lunch time to fellow colleagues on relevant clinical/teaching topics to open discussion and/or to disseminate ways to improve and calibrate via peer learning.

Present a paper at the monthly EBD journal club

Team up with our basic scientist who are developing translational scientific projects At this rank, faculty are expected to be familiar with current curriculum and teaching philosophies. As faculty advance through the steps, there is the expectation that faculty are front-runners and leaders with the development of the curriculum and learning materials for both students and faculty. Think of ways that you are contributing to the mission of our Department. Discuss with current course directors and clinic directors of any new ideas and innovations. Are there any concerns and issues that can be improved with new teaching materials and avenues? Take the initiative to execute your ideas. Additionally, collaborations with others are deemed essential. Think of ways of how you can develop multiple project opportunities.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality University Service:

Service to PRDS Department, School of Dentistry, Campus or University levels

Involvement and leadership in Department activities or to the University (Department, School, or Campus) is expected.

Examples: Applicant interviewer for predoctoral DDS or IDP programs, committee membership and committee Chair, help organize a Retreat

Public Service:

Service to the community and general public (local/regional/national) related to your area(s) of expertise in health, education, scholarly or creative activity/practice.

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement:

Other examples of service: Involvement and leadership in professional organizations and societies; election to office (or other

service) to professional, scholarly, scientific, educational, governmental agencies and organizations As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental, SOD, UCSF campus, and UC system wide committees (if applicable) as active members and Chairs. Faculty are required to participate in professional and community service activities as you advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications:

Examples: efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that highlights inequalities.

Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations.

Scholarly activities (such as research) to study ways to foster diversity

ADVANCEMENT In order to be appointed or promoted to the Professor rank in this series, the individual’s record must demonstrate contributions to creative, administrative or scholarly activities. Evidence may include, but is not limited to, the following examples arranged by activity:

Education and Training o Development of or contributions to educational curricula o Developing or overseeing a lecture series or seminar discussion series o Development of or contributions to community-oriented programs o Development of or contributions to community outreach or information programs

Administrative or Programmatic Leadership o Development of or contributions to administration (supervision) of a clinical service or health care facilities o Development of or contributions to administration training programs

Quality or System Improvement o Development of or contributions to clinical guidelines or pathways o Development of or contributions to quality improvement programs o Development of or contributions to medical or other interdisciplinary information system o Participation in the advancement or university professional practice programs

Scholarly o Development, oversight, and/or coordination of a lecture series o Dissemination of clinical, QI, or educational manuscripts

Mentoring o Development of novel mentoring programs

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

v. February 2018

In Residence Series

In Residence Assistant Professor

PRDS Recommendations for Advancement through In Residence Rank Professor Series

RANK—ASSISTANT PROFESSOR On time advancement in this rank is every two years. Maximum time at this rank is 8 years. The process of Promotion to Associate Professor should start no

later than your 6th year. You are a Member of the Academic Senate STEP: Assistant Professor step 1 step 2 step 3 step 4 step 5* step 6* (*special steps if promotion not on time) FACULTY %: mainly 100%

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics,

dental public health) to predoctoral students, residents, fellows and clinicians concerned with patient care • Advising and mentoring students and trainees’ CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous improving E*value evaluations • Letters from students, trainees, mentees • Scholarly publications with mentees as co-authors

Consider these resources to develop teaching and mentoring skills as Assistant Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Campus Council on Faculty Life: Faculty Mentoring Program Focus is on developing excellent teaching and mentoring skills. Take part in available resources to develop these skills. Strive to improve your teaching evaluations with reflection and continual practice. Develop your CV to ensure proper organization and reflection of activities. As faculty advance through the steps, there is the expectation that teaching and mentoring improves and the skills grow. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification – being eligible for board certification (if applicable) is expected for PRDS faculty at lower steps

with completed board certification at higher steps and before promotion to Associate Professor level.

Examples: • Presentations – developing a regional reputation that at higher steps has developed into a budding national reputation is

expected for PRDS faculty. Working towards 1-3 presentations (they do not need to be invited) per year is expected for PRDS faculty at this rank to remain competitive in their field. Consider presenting at Study Clubs, Dental Societies, Dental Organizations, ADEA, AADR/IADR, etc.

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately 3 journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grant Reviews – PRDS faculty at this rank are encouraged to participate in grant reviews at this level of their career • Professional Organization Activities: consider being part of leadership of organizations, start by attending open business meetings • Honors and Awards, including nominations

Consider these resources to develop professional competence as Assistant Professor:

UCSF Academic Senate Travel Grant (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become more prominent in local and regional professional activities: taking part in regional presentations with local study clubs and dental societies/organizations. Consider who you will ask to be your external references when you are up for promotion to Associate Professor. References should be at or above the level for the proposed promotion; for Associate, this should include colleagues (and if possible division or department chairs) from peer institutions across the nation who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is expected. Scholarly or creative work should be derived from activities that are in support of your primary research, teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – Depending on the nature of research and creative activities a continuous output of publications is expected at the higher steps and required before promotion to Associate Professor.

• Authorship – high quality publications, especially as first, second, or senior (last) author; first, second, or senior authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – This is an important driver (but not required by APM) towards promotion for Associate Professor

• Principal investigator status – as PRDS faculty move through the steps, contributing as co-investigator on extramural grants; PI status at K-level awards; or PI status intramural awards (i.e. UCSF small grants programs such as RAP) is another example for PRDS faculty at this rank. Not all in residence rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working on team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund (http://guides.ucsf.edu/oafund/about) As faculty advance through the steps, there is the expectation that faculty actively start the process of building a reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are important. Think of ways how you can co-write a paper, co-develop a grant, etc.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement in Academic Senate • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department and/or School of Dentistry

Examples: Applicant interviewer for predoctoral DDS or IDP programs SOD committee membership

Academic Senate committee membership

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement in professional organizations and societies • Other examples of service: election to office (or other service) to scholarly, scientific, educational, governmental agencies and

organizations Take time to familiarize yourself with current Departmental level activities and University committees (campus, school, department). As faculty advance through the steps, there is the expectation that faculty members are actively engaged and participate in PRDS Departmental and SOD Committees as active members. Faculty members are required to participate in professional/community service activities to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

In Residence Associate Professor

PRDS Recommendations for Advancement through In Residence Rank Professor Series

RANK—ASSOCIATE PROFESSOR Tenured. On time advancement in this rank is every two years. Normal time at this rank is 6 years. There is no obligation to promote to Professor solely based

on years of service at Associate Professor rank. Hence, it is possible to stay indefinitely at Associate Step 5. Member of the Academic Senate STEP: Associate Professor step 1 step 2 step 3 step 4* step 5* (*special steps in lieu of Professor step 1) FACULTY %: mainly 100% and recall

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics,

dental public health) to predoctoral students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, trainees, and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous improving E*value evaluations • Letters from students, trainees, mentees • Scholarly publications with mentees as co-authors

Consider these resources to develop teaching and mentoring skills as Associate Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF CTSI Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to improve your teaching evaluations with reflection and continual practice. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification –Obtaining board certification/recertification (if applicable) is expected for PRDS faculty at this

rank.

Examples: • Presentations – developing a national reputation that at higher steps has developed into a budding international reputation (e.g.

through the addition of invited invitations) is expected for PRDS faculty at this rank. Working towards 2-4 presentations per year is expected for PRDS faculty at this rank to remain competitive in their field. (Inter) national presentations may be weighted more than regional presentations in order to make this benchmark.

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately five journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grant Reviews – PRDS faculty are encouraged to participate in grant reviews at this level of their career • Professional Organization Activities: consider being part of leadership of organizations; start by attending open business

meetings, volunteering for committees, etc., and then running for office • Honors and Awards, including nominations

Consider these resources to develop professional competence as Associate Professor: UCSF Academic Senate Travel Grant for new faculty (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become more prominent in national professional activities: i.e. taking part in national presentations with dental or other scientific societies/organizations. Consider who you will ask to be your external references when you are up for promotion to Professor. References should already be at the level for the proposed promotion; for Professor, this should include Full Professor colleagues (and if possible division chairs, department chairs, and deans) from national and international peer institutions who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is expected. Scholarly or creative work should be derived from activities that are in support of your primary research, teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every higher step of this rank, with the volume dependent on the nature of the faculty member’s research and creative activities

• Authorship –Increasing number of publications, especially at higher steps, reflect senior (last) authorship, with others as first or second authorship. First authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – This is an important (but not required by APM) driver towards promotion to Professor. PRDS faculty at this rank will often have obtained independent extramural funding before being promoted to Professor rank

• Principal investigator status –Moving from co-investigator status on larger NIH grants to PI status on smaller extramural grants (i.e. R03, R21) as they move through the steps or becoming key lead on a component of team science projects, are other examples for PRDS faculty at this rank. Not all in residence rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

As faculty members advance through the steps, there is the expectation that faculty members actively build a national reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are important. Think of ways to co-author a paper, co-develop a grant, etc.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Academic Senate • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, and/or UCSF campus

Examples: Applicant interviewer for predoctoral DDS or IDP programs Committee membership and Committee Chair Help organize a Retreat

Public Service:

• Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and scholarly or creative activity/practice.

Professional Service:

• Involvement and leadership in professional organizations and societies • Involvement and leadership in editorial boards • Other examples of service: election to office (or other service) to scholarly, scientific, educational, governmental agencies and

organizations As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental, SOD and UCSF campus wide Committees as active members. Faculty are required to participate in professional/community service activities as prerequisite to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that highlights inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

In Residence Professor

PRDS Recommendations for Advancement through In Residence Rank Professor Series

RANK—PROFESSOR Tenured. On time advancement in this rank is every three years. Service at step 5 may be of indefinite duration subject to 5-year review. Member of the

Academic Senate

STEP: Professor step 1 step 2 step 3 step 4 step 5 ||†step 6 step 7step 8 step 9 †Above Scale (†special criteria)

FACULTY %: mainly 100% and recall

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential:

Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics, dental public health) to predoctoral students, residents, fellows and other clinicians concerned with patient care

Advising and mentoring students, residents and faculty

CV (quantity of teaching; type of mentoring)

Formal evaluations of teaching (E*value): strive for continuous E*value evaluations

Letters from students, trainees, mentees

Scholarly publications with mentees as co-authors Consider these resources to maintain teaching and mentoring skills as Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF CTSI Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to maintain and/or further improve your teaching evaluations with reflection and continual practice. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

Professional Capabilities

Peer evaluations

Trainee assessments

Board certification/recertification –Having obtained board certification/recertification (if applicable) is expected for PRDS faculty at this rank.

Examples:

Presentations – developing an international reputation that at higher steps is well recognized (e.g. through invited invitations) is expected for PRDS faculty at this rank. 4-6 presentations per year are expected for PRDS faculty at this rank to remain competitive in their field. (Inter)national presentations may be weighted more than regional presentations in order to make this benchmark. At discretion, presentations made by members of the faculty member’s research team may be considered towards this benchmark

Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately six journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

Grant Reviews – PRDS faculty at this rank are expected to participate in grant reviews at this level of their career

Professional Organization Activities: PRDS faculty at this rank are expected to be part of leadership of organizations; start by attending open business meetings, volunteering for committees, etc., and then running for office

Honors and Awards, including nominations Consider these resources to develop professional competence as Professor: UCSF Academic Senate Travel Grant for new faculty (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel including international travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become prominent in international professional activities. Consider who you will ask to be your external references when you are up for promotion to Professor Step 6. References should be at the level for the proposed promotion; for Step 6, this should include international experts in positions of prominence such as leaders of international organizations, deans or department chairs of top academic institutions, and editors of top journals.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is expected. Scholarly or creative work should be derived from activities that are in support of your primary research, teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every step of this rank, with the volume dependent on nature of the faculty member’s research and creative activities

Authorship –Most publications while in this rank reflect last (senior) authorship. First authorship is accepted for innovative clinical scholarly work.

Independent extramural research funding – Competitive extramural support is an important driver (but not required by the APM) for advancement through the steps for PRDS faculty at this rank.

Principal investigator status – PI, Multiple PI, or Sub-Project/Research Component/Core Lead status is another example for PRDS faculty at this rank. Not all in residence rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund (http://guides.ucsf.edu/oafund/about) As faculty advance through the steps, there is the expectation that faculty actively build an international reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others is deemed essential. Think of ways how you can develop multiple PI opportunities.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

Involvement and leadership in Academic Senate; UC System-wide

Involvement and leadership in Diversity/Equal Opportunity efforts

Service to PRDS Department, School of Dentistry, UCSF campus and UC wide

Examples: Applicant interviewer for predoctoral DDS or IDP programs Committee membership and Committee Chair Help organize a Retreat

Public Service:

Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and scholarly or creative activity/practice.

Professional Service:

Involvement and leadership in professional organizations and societies

Involvement and leadership in editorial boards

Other examples of service: election to office (or other service) to scholarly, scientific, and educational organizations as well as selection to advise governmental agencies

As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental, SOD, UCSF campus and UC System-wide Committees as active members and Chairs. Faculty are required to participate in professional/community service activities as prerequisite to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations.

Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

v. February 2018

Ladder Rank Series

Ladder Rank Assistant Professor

PRDS Recommendations for Advancement through Ladder Rank Professor Series

RANK—ASSISTANT PROFESSOR On time advancement in this rank is every two years. Maximum time at this rank is 8 years. The process of Promotion to Associate Professor should start no

later than your 6th year. You are a Member of the Academic Senate STEP: Assistant Professor step 1 step 2 step 3 step 4 step 5* step 6* (*special steps if promotion not on time) FACULTY %: mainly 100%

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics,

dental public health) to predoctoral students, residents, fellows and clinicians concerned with patient care • Advising and mentoring students and trainees • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous improving E*value evaluations • Letters from students, trainees, mentees • Scholarly publications with mentees as co-authors

Consider these resources to develop teaching and mentoring skills as Assistant Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Campus Council on Faculty Life: Faculty Mentoring Program Focus is on developing excellent teaching and mentoring skills. Take part in available resources to develop these skills. Strive to improve your teaching evaluations with reflection and continual practice. Develop your CV to ensure proper organization and reflection of activities. As faculty advance through the steps, there is the expectation that teaching and mentoring improves and the skills grow. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification – being eligible for board certification (if applicable) is expected for PRDS faculty at lower steps

with completed board certification at higher steps and before promotion to Associate Professor level.

Examples: • Presentations – developing a regional reputation that at higher steps has developed into a budding national reputation is

expected for PRDS faculty. Working towards 1-3 presentations (they do not need to be invited) per year is expected for PRDS faculty at this rank to remain competitive in their field. Consider presenting at Study Clubs, Dental Societies, Dental Organizations, ADEA, AADR/IADR, etc.

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately 3 journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grant Reviews – PRDS faculty at this rank are encouraged to participate in grant reviews at this level of their career • Professional Organization Activities: consider being part of leadership of organizations, start by attending open business meetings • Honors and Awards, including nominations

Consider these resources to develop professional competence as Assistant Professor: UCSF Academic Senate Travel Grant (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become more prominent in local and regional professional activities: taking part in regional presentations with local study clubs and dental societies/organizations. Consider who you will ask to be your external references when you are up for promotion to Associate Professor. References should be at or above the level for the proposed promotion; for Associate, this should include colleagues (and if possible division or department chairs) from peer institutions across the nation who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is expected. Scholarly or creative work should be derived from activities that are in support of your primary research, teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – Depending on the nature of research and creative activities a continuous output of publications is expected at the higher steps and required before promotion to Associate Professor.

• Authorship – high quality publications, especially as first, second, or senior (last) author; first, second, or senior authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – This is an important driver (but not required by APM) towards promotion for Associate Professor

• Principal investigator status – as PRDS faculty move through the steps, contributing as co-investigator extramural grants; PI status at K-level awards; or PI status intramural awards (i.e. UCSF small grants such as RAP) is another example for PRDS faculty at this rank. Not all ladder rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working on team science projects need to clearly articulate their essential, creative, and unique contributions to the endeavor.

Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund (http://guides.ucsf.edu/oafund/about) As faculty advance through the steps, there is the expectation that faculty actively start the process of building a reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are important. Think of ways how you can co-write a paper, co-develop a grant, etc.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high-quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement in Academic Senate • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department and/or School of Dentistry

Examples: Applicant interviewer for predoctoral DDS or IDP programs

SOD committee membership Academic Senate committee membership

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement in professional organizations and societies • Other examples of service: election to office (or other service) to scholarly, scientific, educational, government agencies and

organizations Take time to familiarize yourself with current Departmental level activities and University committees (campus, school, department). As faculty advance through the steps, there is the expectation that faculty members are actively engaged and participate in PRDS Departmental and SOD Committees as active members. Faculty members are required to participate in professional/community service activities to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

Ladder Rank Associate Professor

PRDS Recommendations for Advancement through Ladder Rank Professor Series

RANK—ASSOCIATE PROFESSOR Tenured. On time advancement in this rank is every two years. Normal time at this rank is 6 years. There is no obligation to promote to Professor solely based

on years of service at Associate Professor rank. Hence, it is possible to stay indefinitely at Associate Step 5. Member of the Academic Senate STEP: Associate Professor step 1 step 2 step 3 step 4* step 5* (*special steps in lieu of Professor step 1) FACULTY %: mainly 100% and recall

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics,

dental public health) to predoctoral students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, trainees, and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous improving E*value evaluations • Letters from students, trainees, mentees • Scholarly publications with mentees as co-authors

Consider these resources to develop teaching and mentoring skills as Associate Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF CTSI Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to improve your teaching evaluations with reflection and continual practice. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification –Obtaining board certification/recertification (if applicable) is expected for PRDS faculty at this

rank.

Examples: • Presentations – developing a national reputation that at higher steps has developed into a budding international reputation (e.g.

through the addition of invited invitations) is expected for PRDS faculty at this rank. Working towards 2-4 presentations per year is expected for PRDS faculty at this rank to remain competitive in their field. International and national presentations are weighted more than regional presentations to achieve this benchmark.

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately 5 journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grant Reviews – PRDS faculty are encouraged to participate in grant reviews at this level of their career • Professional Organization Activities: consider being part of leadership of organizations; start by attending open business

meetings, volunteering for committees, etc., and then running for office • Honors and Awards, including nominations

Consider these resources to develop professional competence as Associate Professor: UCSF Academic Senate Travel Grant for new faculty (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become more prominent in national professional activities: i.e. taking part in national presentations with dental or other scientific societies/organizations. Consider who you will ask to be your external references when you are up for promotion to Professor. References should already be at the level for the proposed promotion; for Professor, this should include Full Professor colleagues (and if possible division chairs, department chairs, and deans) from national and international peer institutions who know your work and contributions.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is expected. Scholarly or creative work should be derived from activities that are in support of your primary research, teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every higher step of this rank, with the volume dependent on the nature of the faculty member’s research and creative activities

• Authorship –Increasing number of publications, especially at higher steps, reflect senior (last) authorship, with others as first or second authorship. Senior (last), first or second authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – This is an important (but not required by APM) driver towards promotion to Professor. PRDS faculty at this rank will often have obtained independent extramural funding before being promoted to Professor rank

• Principal investigator status –Moving from co-investigator status on extramural grants (e.g. NIH R01, U01, P50) to PI status on smaller extramural grants (i.e. R03, R21) as they move through the steps or becoming key lead on a component of team science projects, are other examples for PRDS faculty at this rank. Not all ladder rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

As faculty members advance through the steps, there is the expectation that faculty members actively build a national reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others are important. Think of ways to co-author a paper, co-develop a grant, etc.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Academic Senate • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, and/or UCSF campus

Examples: Applicant interviewer for predoctoral DDS or IDP programs Committee membership and Committee Chair Help organize a Retreat

Public Service:

• Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and scholarly or creative activity/practice.

Professional Service:

• Involvement and leadership in professional organizations and societies • Involvement and leadership in editorial boards • Other examples of service: election to office (or other service) to scholarly, scientific, educational, governmental agencies and

organizations As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental, SOD and UCSF campus wide Committees as active members. Faculty are required to participate in professional/community service activities as prerequisite to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that highlights inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

Ladder Rank Professor

PRDS Recommendations for Advancement through Ladder Rank Professor Series

RANK—PROFESSOR Tenured. On time advancement in this rank is every three years. Service at step 5 may be of indefinite duration subject to 5-year review. Member of the

Academic Senate STEP: Professor step 1 step 2 step 3 step 4 step 5 ||†step 6 step 7step 8 step 9 †Above Scale (†special criteria) FACULTY %: mainly 100% and recall

TEACHING & MENTORING

Demonstrated excellence in clinical, basic science or research related teaching is essential: • Teaching (e.g. basic sciences, preclinical laboratory procedures, mastery of clinical procedures, epidemiology, biostatistics,

dental public health) to predoctoral students, residents, fellows and other clinicians concerned with patient care • Advising and mentoring students, residents and faculty • CV (quantity of teaching; type of mentoring) • Formal evaluations of teaching (E*value): strive for continuous E*value evaluations • Letters from students, trainees, mentees • Scholarly publications with mentees as co-authors and/or presentations by mentees

Consider these resources to maintain teaching and mentoring skills as Professor: Teaching Resources: Teach for UCSF Certificate Program—Clinical Teaching, Inter-professional Teaching, Teaching Quality Improvement and Patient Safety (QI/PS), Education Leadership Tracks Mentoring Resources: UCSF CTSI Accelerate Mentor Training Program Campus Council on Faculty Life: Faculty Mentoring Program Focus is on demonstrating excellent teaching and mentoring skills. Strive to maintain and/or further improve your teaching evaluations with reflection and continual practice. As faculty advance through the steps, there is the expectation that teaching and mentoring skills are fully mastered. As stated in the APM and the Faculty Handbook, excellence in teaching and/or mentoring are required in balance with scholarship and service to advance through the steps.

PROFESSIONAL COMPETENCE & ACTIVITY

Professional competence and activity focuses on demonstrated excellence in the special competencies of your field and its related activities and evidence of achievement and leadership in:

• Professional Capabilities • Peer evaluations • Trainee assessments • Board certification/recertification –Having obtained board certification/recertification (if applicable) is expected for PRDS faculty at

this rank.

Examples: • Presentations – developing an international reputation that at higher steps is well recognized (e.g. through invited invitations) is

expected for PRDS faculty at this rank. 4-6 presentations per year are expected for PRDS faculty at this rank to remain competitive in their field. International and national presentations are weighted more than regional presentations to make this benchmark.

• Editorial / Reviewer Activities: PRDS faculty at this rank are expected to engage in approximately 6 journal reviews per year. Serving on an Editorial Board or being a guest editor of a special issue will be considered as commendable.

• Grant Reviews – PRDS faculty at this rank are expected to participate in grant reviews at this level of their career. • Professional Organization Activities: PRDS faculty at this rank are expected to be part of leadership of organizations; start by

attending open business meetings, volunteering for committees, etc., and then running for office • Honors and Awards, including nominations

Consider these resources to develop professional competence as Professor: UCSF Academic Senate Travel Grant for new faculty (https://senate.ucsf.edu/travel-grant) UCSF Chancellor’s Fund Grants for travel including international travel (https://senate.ucsf.edu/chancellors-fund) As faculty advance through the steps, there is the expectation that faculty become prominent in international professional activities. Consider who you will ask to be your external references when you are up for promotion to Professor Step 6. References should be at the level for the proposed promotion; for Step 6, this should include international experts in positions of prominence such as leaders of international organizations, deans or department chairs of top academic institutions, and editors of top journals. Internal letters of references have to be from ladder rank professors.

SCHOLARLY & CREATIVE WORK

Evidence of continuous and effective engagement in high quality and significant creative activity is expected. Scholarly or creative work should be derived from activities that are in support of your primary research, teaching, professional, and service activities/responsibilities and can include involvement in research programs or other activities related to your specific discipline or clinical duties. They may also include development and dissemination of innovative programs, innovative teaching materials, enhancement of a service, or systems improvements to the organization. Examples:

• Publications – A continuous (and most often yearly) output of original peer reviewed publications is expected at every step of this rank, with the volume dependent on nature of the faculty member’s research and creative activities.

• Authorship –Most publications while in this rank reflect last (senior) authorship. Senior (last), first or second authorship is accepted for innovative clinical scholarly work.

• Independent extramural research funding – Competitive extramural support is an important driver (but not required by the APM) for advancement through the steps for PRDS faculty at this rank.

• Principal investigator status – PI, Multiple PI, or Sub-Project/Research Component/Core Lead status is another example for PRDS faculty at this rank. Not all ladder rank faculty members need to be PI on grants, but all need to develop a key leadership role in their discipline.

• Team (collaborative) science key roles – since health problems require multidisciplinary or transdisciplinary approaches to foster important advances, faculty working in team science projects need to clearly articulate their essential, creative and unique contributions to the endeavor.

Consider this resource for assistance with publication costs that grants won’t cover: UCSF Library Open Access Publishing Fund (http://guides.ucsf.edu/oafund/about) As faculty advance through the steps, there is the expectation that faculty actively build an international reputation through the development of a portfolio of presentations and publications. Additionally, collaborations with others is deemed essential. Think of ways how you can develop Multiple PI opportunities.

UNIVERSITY & PUBLIC SERVICE

Significant high level and high quality service to your profession must be made and should be related to your area(s) of professional expertise and achievement: University Service:

• Involvement and leadership in Academic Senate; UC System-wide • Involvement and leadership in Diversity/Equal Opportunity efforts • Service to PRDS Department, School of Dentistry, UCSF campus and UC wide

Examples: Applicant interviewer for predoctoral DDS or IDP programs Committee membership and Committee Chair Help organize a Retreat

Public Service: • Service to the community and general public (local/state/national) related to your area(s) of expertise in health, education, and

scholarly or creative activity/practice. Professional Service:

• Involvement and leadership in professional organizations and societies • Involvement and leadership in editorial boards • Other examples of service: election to office (or other service) to scholarly, scientific, and educational organizations as well as

selection to advise governmental agencies As faculty advance through the steps, there is the expectation that faculty are actively engaged and participate in PRDS Departmental, SOD, UCSF campus and UC System-wide Committees as active members and Chairs. Faculty are required to participate in professional/community service activities as prerequisite to advance through the steps of this rank.

CONTRIBUTIONS TO DIVERSITY

Teaching, research, professional and public service contributions that promote diversity and equal opportunity are encouraged and given recognition in the evaluation of a candidate’s qualifications: Examples:

• Efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that emphasizes reducing inequalities.

• Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations. • Scholarly activities (such as research) to study ways to foster diversity

*The materials were adapted from PMAP; for further specifics please review the APM.

PRDS Advancement Standard v.2018

v. February 2018

Volunteer Clinical Professor Series

PRDS Recommendations for Advancement through Volunteer Clinical Professor Series

VOLUNTEER CLINICAL PROFESSOR SERIES After the initial appointment, there shall be a review at five years of service prior to reappointment that includes an evaluation of teaching and clinical expertise. After that, each appointee shall be reviewed at least every five years.

RANK: Volunteer Clinical Instructor —> Volunteer Assistant Clinical Professor —> Volunteer Associate Clinical Professor (Appointees in this series are not eligible for emeritus status) FACULTY%: minimum of 50 hours/year although certain divisions may require more depending on teaching responsibilities

APPOINTMENT & PROMOTION PROCESS

Initial Appointment: The initial appointment of an individual to a title in this series shall have a specified end date and may be for a maximum term of five years. Reappointment: Subsequent reappointments may be for maximum terms of five years. There is no limit on the number of times reappointment may occur or on the number of years spent in each rank. Promotion: Candidates may be considered for promotion after ten years at rank of Volunteer Assistant Clinical Professor and after ten years at the rank of Volunteer Associate Clinical Professor. If candidates are interested for promotion, please review the “HS Clinical Professor Series” tab as guidelines for achievement in teaching & mentoring, professional competence & activity, scholarly & creative work, university & public service, and contributions to diversity. Termination: An appointment may be terminated before the end date for cause, such as failure to serve the required minimum number of hours, or when, in the opinion of the PRDS Chair, there is no longer a need for the appointee’s services or the conduct or performance of the appointee does not warrant continued appointment. Complaints: An appointee may present a written complaint about his or her appointment or early termination of the appointment to the SOD Dean for administrative review. A complaint must be filed within 30 (thirty) calendar days from the date of a written notice of termination or from when the appointee knew or should have known of the termination. The Dean shall consult with the PRDS Department Chair, and shall make a written response to the appointee. The written response shall normally be made within 90 (ninety) days of the receipt of the complaint. APM - 140, Non-Senate Academic Appointees/Grievances, does not apply to appointees in this series.

Prior to appointment, reappointment, and/or promotion, each candidate’s clinical competence shall be reviewed and approved by the PRDS Department Chair. Evidence of clinical competence may be demonstrated by the UCSF medical staff credentialing process or by way of the UCSF attestation form.

Authority: Appointment, reappointment, and/or promotion shall be reviewed and approved by the Department Chair and the Dean.

TEACHING Appointees in the Volunteer Clinical Professor series are clinicians in the community who teach the application of clinical and basic sciences in areas of patient care. For certain divisions, a weekly commitment may be required in order to allow for continuity of care.

Clinical competence and excellence in teaching as evidenced by teaching evaluations or peer review are the primary basis for initial appointment and promotion in the Volunteer Clinical Professor series. When appropriate, initial appointments may be made based on the promise of teaching excellence. An appointee must meet California Dental Board licensure requirements and meet UCSF credentialing requirements in order to teach in his or her field and must contribute to the PRDS clinical teaching program.

Prior to appointment, reappointment, and/or promotion, each candidate’s clinical competence shall be reviewed and approved by the PRDS Department Chair. Evidence of clinical competence may be demonstrated by the UCSF medical staff credentialing process or by way of the UCSF attestation form. Individuals who have been credentialed through the UCSF medical staff office shall be considered to have met the clinical competence requirement.

If the individual has participated in professional organizations, University and community service, and/or research, a description of these activities may be included in the appointee’s personnel file as part of the review material.

UCSF ATTESTATION FORM

1. I have a current, unrestricted license to practice __________ issued by the __________ (attach copy of current license).

❑ Yes, license number _____ ❑ No, please explain _____

2. Have any of the following ever been, or are any of the following currently being voluntarily or involuntarily denied, revoked,

suspended, relinquished, withdrawn, reduced, limited, not renewed, placed on probation or currently under investigation? a) Medical or professional license in any state ❑No ❑ Yes, please explain ________________

b) DEA certificate of registration ❑No ❑ Yes, please explain ________________ c) Membership on any hospital medical staff ❑No ❑ Yes, please explain ____________ d) Clinical privileges on any medical staff ❑No ❑ Yes, please explain ________________

3. Have you ever been suspended or excluded by the federal government from participation in any governmental health care program or, to the best of your knowledge, been proposed for exclusion? ❑No ❑ Yes, please explain ________________

4. I agree to notify the Department Chair and the Compliance Officer or the University’s Office of General Counsel immediately

upon receiving written or verbal notification that I am proposed for exclusion from any governmental health care program.

5. Do you hold Professional Liability Insurance coverage of at least $1 million per occurrence and $3 million aggregate (the minimum coverage required to practice medicine at UC)? N.B. UC liability coverage for voluntary faculty is very limited and only covers activities that are conducted within the course and scope of their University appointment. It does not provide any coverage for the voluntary faculty member’s own lapses, acts, or omissions. ❑Yes, please identify below

UNIVERSITY OF CALIFORNIA, SAN FRANCISCO - SCHOOL OF DENTISTRY VOLUNTEER CLINICAL FACULTY ATTESTATION FORM IN SUPPORT OF APPOINTMENT OR RE-APPOINTMENT

❑No, if no: ❑Not needed; UC teaching activities only

❑Not mandated for specialty, e.g. nursing or pharmacy Other reason, please explain _____

MALPRACTICE CARRIER INFORMATION NAME OF CARRIER

POLICY NUMBER DATES OF COVERAGE

5. Has your professional liability insurance ever been canceled, or has any professional liability insurer refused to renew your policy? ❑No ❑Yes, please explain _____

6. I UNDERSTAND THAT I HAVE AN ONGOING LEGAL DUTY TO IMMEDIATELY INFORM UCSF SCHOOL OF DENTISTRY IN WRITING, IF THE ____________ (LICENSING AUTHORITY) RESTRICTS OR REVOKES MY LICENSE OR IF MY PROFESSIONAL LIABILITY COVERAGE LAPSES, IS REVOKED OR EXPIRES OR IF ANY OF THE CIRCUMSTANCES DESCRIBED ABOVE OCCUR.

7. I UNDERSTAND THAT I MAY BE LIABLE FOR ANY AND ALL MONETARY DAMAGES OR EXPENSES INCURRED

BY THE REGENTS OF THE UNIVERSITY OF CALIFORNIA ARISING FROM OR RELATED TO ANY MISREPRESENTATION, BREACH OF WARRANTY OR BREACH OF MY ONGOING DUTY TO INFORM THE UCSF SCHOOL OF DENTISTRY OF ANY OF THE ABOVE CHANGES IN LICENSURE OR INSURANCE COVERAGE.

I understand, acknowledge and agree that I have the burden of producing adequate information for proper evaluation of my experience, background, training, ability, professional ethics and/or resolving any doubts about these or any of the other qualifications for appointment as a member of the voluntary clinical faculty. I agree to provide such other and further information relating to the foregoing as the School of Dentistry may require.

I, the undersigned applicant, hereby represent to the UCSF School of Dentistry that all information contained in the application is true, correct and complete in all material respects. I understand and acknowledge that any material misstatement in or omission from my application shall constitute cause for denial of this application and revocation of my faculty appointment.

Date: _______________________ Signature: ___________________________________________

PRINTED NAME: _________________________________________________________________

These materials were adapted from APM-279: PRDS Advancement Standard v.2018 http://www.ucop.edu/academic-personnel-programs/_files/apm/apm-279.pdf