American University of Antigua is an equal opportunity educator and employer. Its program is designed to ensure diversity among its faculty and students. The University does not discriminate against any individual on account of gender, race, ethnic or national origin, color, age, religious beliefs, marital status, sexual orientation, or other personal characteristics. Faculty appointments are made by the Executive Deans of Basic or Clinical Sciences based on the recommendations of department chairs.
The Executive Deans approve all faculty appointments. Faculty may be awarded contracts, the terms of which will be subject to the mutual agreement of the appointed faculty and the University.
1. Regular Faculty
The designation of Regular Faculty refers in general to full-time academicians who are committed to Education, Scholarship and Service to the institution
Academic Educator
The Designation of Academic Educator refers to Basic Science Faculty. In general, they are Scientists/MDs who specialize in teaching medical students in their area of expertise Their commitment to scholarship is generally either bench science, or educational research.
Clinician Educator
Clinician educators are typically Physicians or other clinicians who are teaching medical students either in a clinical setting or in a simulated clinical setting. High quality teaching of clinical skills with commitment to either clinical service or educational scholarship is desired
2. Part-Time Faculty
Clinical Faculty
Clinical faculty are clinicians who see patients full time and teach medical students on a part-time basis. This faculty may be volunteers or receive stipends. Clinical faculty are generally not eligible for promotion. There may be a few exceptions to this policy made by the Dean.
Adjunct Faculty
The adjective, adjunct, as in adjunct professor, is used to designate a person with a faculty appointment at another institution or with major responsibilities outside our own university who contributes to our college programs in a faculty capacity for brief periods, but on a continuing basis, from academic year to academic year.
Visiting Faculty
Use of the adjective, visiting, as in visiting professor, designates a person with a faculty appointment at another institution or with major responsibilities outside our own university who contributes to our college programs in a faculty capacity for a limited time, but not on a continuing basis, from academic year to academic year.
3. Special Designations
Distinguished University Professor
Faculty with a long history of exceptional contributions to the College of Medicine
may be awarded the life-long faculty status of Distinguished University Professor
Emeritus Faculty
Faculty may be awarded Emeritus status on the basis of length and quality of service upon official retirement from the University.
PROMOTIONS CRITERIA
Acceptance of an appointment to the faculty of the College of Medicine at the American University of Antigua carries an obligation to foster the mission of this University.
The community of scholars in the College of Medicine has expertise in a variety of fields. Members of the faculty are distinguished by their ability to think objectively and critically, to find satisfaction and challenge in the pursuit and discovery of new information and ideas and to bring high quality to their sharing of knowledge, service and research. The guidelines for appointment, and promotion are intended to foster an academic community that promotes excellence and dedication among its members. Accordingly, its members must share a value system and have a strong commitment to the enhancement of their discipline, department, the College, and the University.
Teaching is a vital contribution from each regular faculty member, for the fulfillment of the educational goals of the College. Although the commitments of faculty members to teaching may vary considerably depending on the interests, skill set of the individual and the needs of each department. Involvement in teaching is considered as an essential obligation of all scholars. The sharing of knowledge that is accurate, balanced, current and stimulating is expected from each faculty member. The most important role of the teacher is to motivate and inspire learners. Exceptional teachers are remembered by students and colleagues not just for their knowledge and understanding but for their ability to inculcate a love of learning as an intellectual adventure rather than solely as a means of mastering a field or discipline. In this way teachers nurture lifelong learning. Excellent teachers serve as role models in the College by their scholarly activities from which comes a motivation to share their knowledge and insights. This leads to an interactive and cooperative community of scholars.
Scholars begin their career by mastering the factual knowledge of a discipline. They may spend subsequent years in the laboratory or in a clinical setting under the guidance of a mentor to identify, explore, and perhaps answer important questions while learning the methods appropriate for the pursuit and acquisition of new knowledge within that discipline. As students, they master facts and concepts, develop their own perspective, discover new and broader relationships, question current dogma and form new hypotheses to be tested. A scholar’s training and code of conduct ensure that work is done rigorously and honestly. A scholar’s work is shared and evaluated by colleagues through publication in peer-reviewed journals and grant applications.
Scholars are united in a community dedicated to ideals beyond their own discipline, individual interests, and short-term rewards. They share their experience and expertise by teaching, encouraging new ideas and concepts and providing constructive criticism for students and their colleagues. As teachers themselves, scholars expand the understanding of students by showing the similarities and differences between disciplines, pointing out flaws within their own area of expertise, and importantly, acknowledging the limitations of their discipline. Recognition of limitations, fallacies, and the unknown serves as a stimulus for exploration, problem-solving and self-education. Thus, the continuing pursuit of knowledge is a life-long habit for scholars.
Clinical scholars, who have mastered a discipline related to patient care, teach in the ambulatory clinics and offices, at the bedside, in the Emergency Room, the operating and diagnostic procedure rooms. Mastery of their discipline allows clinical research-oriented scholars to formulate, test and report new ideas, apply new basic information to patient care, question clinical dogmas and evaluate the complexities of cause/ effect relationships in the management of diseases. Importantly, scholars in all disciplines recognize the limitations of their own know ledge and are challenged continuously by this need to learn, explore and improve. Clinical scholars may be involved in the scholarship of integration, application, and teaching. Scholarship of integration involves interpreting published research, integrating new clinical know ledge with previous concepts and selecting outmoded clinical concepts for discard. Scholarship of application tests new knowledge in clinical practice. Combining new knowledge with experience in clinical practices, these scholars teach medical students, residents, and peers. They may have major interest in developing more effective teaching methods.
The College of Medicine and each of its departments require numerous administrative activities to accomplish their educational and research goals and to ensure the academic process. Although not a primary function of a scholar, contributing to the University by service on committees, or as course director, is essential. Accepting the responsibilities of administration is one means by which scholars contribute to the importance of their discipline, department, college, and the university.
Ultimately this, and all universities, serve society by involvement in the well-being of mankind. The special character of this College and this University focuses that societal concern on issues associated with health, health care, prevention, and curation of disease.
Promotion of Regular Faculty
1. Faculty on deputation: Faculty who are on deputation with Manipal University and de-cide to be AUA Regular faculty, should first get approval from the AUA promotion Committee prior to the submission of resignation to the university.
The below documents should be submitted to the AUA promotion committee.
• A letter from you indicating your interest to remain at AUA as a full-time member of the faculty.
• A curriculum vita (CV)
• A recommendation letter from the department chair or other senior faculty from any department who knows you and your work well (To be submitted directly to the com-mittee)
• A copy of all published papers since coming to AUA;
• Some evidence documenting the effectiveness of your teaching activities, including re-cent teaching evaluations.
• Any additional information that you feel would assist the Committee in making a rec-ommendation to the executive dean
2. Instructor to Assistant Professor
Academic Educators: In order of importance, Teaching, Scholarship and Service are the primary categories by which faculty will be judged in promotion
Education Qualification: MBBS/MD, EdD., or PhD.
Successful candidates will show the following;
2-3 years in rank as instructor
Teaching:
Heavy teaching load
Skill in multiple teaching formats (Lecture, flipped classroom, Small group, Lab, Problem based, Case-based)
Good to excellent teaching evaluations; (Students/Peers)
Interest and participation in test item writing.
Participation in teaching based faculty development
Scholarship:
Educational scholarship (includes a faculty demonstrating intrinsic motivation and self-directed learning of medical education including scholarly activities like attending workshops, conference, pursuing a course, and research in medical education)
Involvement in research
Co-authoring papers, book reviews, reviews, original research
Presentation of posters, papers at local or national levels
Involvement in grant writing
Journal club or equivalent
Clinician Educators: In order of importance, Teaching, Service, Scholarship
Education Qualification: MBBS, MD
Successful candidates will show the following;
2-3 years in rank as instructor
Teaching:
Heavy teaching load
Skill in multiple teaching formats (Lecture, flipped classroom, Small group, Lab, Problem based, Case-based)
Clinical teaching with standardized, or actual patients
Familiarity with simulation technology
Good to excellent teaching evaluations; (Students/Peers)
Interest and participation in test item writing.
Participation in teaching based faculty development.
Scholarship:
Educational scholarship (includes a faculty demonstrating intrinsic motivation and self-directed learning of medical education including scholarly activities like attending workshops, conference, pursuing a course, and research in medical education)
Involvement in educational or clinical research
Co-authoring papers, book reviews, reviews, original research
Presentation of posters, papers at local or national levels
Journal club or equivalent
Service:
Committee membership
Proctoring exams
Advising students
Participation in University activities, (White coat, graduation, Research day etc.)
Departmental citizenship (covering for absent colleagues, volunteering for departmental work)
Community service (Health fairs, volunteer efforts, etc.)
3. Assistant to Associate Professor
Academic Educators:
Education Qualification: MBBS/MD/PhD
Successful candidates will show the following;
5 years in rank as Assistant Professor
In addition to the requirements for Assistant Professor:
Teaching:
Demonstrated effective teachers with heavy teaching load
Skilled test item writer
Assisting with a System or curriculum development
Mentoring junior faculty in teaching activities
Active participation in educational faculty development
Research:
Educational scholarship (includes a faculty demonstrating intrinsic motivation and self-directed learning of medical education including scholarly activities like attending workshops, conference, pursuing a course, and research in medical education)
Create and administer research
Author papers, other publications
Develop grant applications as PI
Service:
Chair committees
Leadership role in University activity planning Assistant Leadership in department.
Clinical Educator:
Education Qualification: MBBS/ MD
Successful candidates will show the following;
5 years in rank as Assistant Professor
In addition to the requirements for Assistant Professor:
Teaching:
Demonstrated effective teachers
Course or theme director/assistant director
Skilled test item writer
Assisting with course or curriculum development
Mentoring junior faculty in teaching activities
Active participation in educational faculty development
Development and administration of OSCE’s
Research:
Educational scholarship (includes a faculty demonstrating intrinsic motivation and self-directed learning of medical education including scholarly activities like attending workshops, conference, pursuing a course, and research in medical education)
Authoring papers and other publications
Service:
Chair committees
Leadership role in University activity planning Assistant Leadership in department.
Leadership in Community Service College leadership
For Early Promotion:
Teaching: Three years in Rank at AUA
Research/scholarship: Minimum two publications in any indexed journal while employed at AUA. Should be a first author at least in one publication or an author of a chapter in a textbook
Service: Going above and beyond the job description
Examples:
• Excellence in teaching awards (at least two)
• Chairing a committee
• Active member at least in three-five committees
• New teaching endeavors within the department
• Developing a new committee/a new project
4. Associate Professor to Professor
Academic Educators
Education Qualification: MBBS/ MD/ PhD
Successful candidates will show the following;
5 years in rank as Associate Professor
In Addition to the requirements for Associate Professor:
Teaching:
Demonstrated effective teachers, heavy teaching load.
Leadership in course, theme and curricular development
Active in faculty development (as teachers) activities
Research:
Educational scholarship (includes a faculty demonstrating intrinsic motivation and self-directed learning of medical education including scholarly activities like attending workshops, conference, pursuing a course, and research in medical education)
Peer-reviewed publications
Mentoring junior faculty in research, grant writing and publications
Service:
Leadership roles in Department, and College Community service leadership
Clinician Educators:
Education Qualification: MBBS/ MD
Successful candidates will show the following;
5 years in rank as Associate Professor
In Addition to the requirements for Associate Professor:
Teaching:
Leadership in course, theme and curricular development
Active in faculty development (as teachers) activities
Research/Scholarship:
Educational scholarship (includes a faculty demonstrating intrinsic motivation and self-directed learning of medical education including scholarly activities like attending workshops, conference, pursuing a course, and research in medical education)
Peer-reviewed publications
Mentoring junior faculty in research, grant writing and publications
Recommendation letters on the candidate’s scholarly work from 1 or 2 referees outside of the university
Service:
Leadership roles in Department, and College Community service leadership
Recommendation letters on the candidate’s community work from 1 or 2 referees outside of the university
For Early Promotion:
Teaching: Three years in Rank at AUA
Research/scholarship: Minimum two publications in any indexed journal while employed at AUA. Should be a first author at least in one publication or an author of a chapter in a textbook
Service: Going above and beyond the job description
Examples:
• Excellence in teaching awards (at least two)
• Chairing a committee
• Active member at least in three-five committees
• New teaching endeavors within the department
• Developing a new committee/a new project
Promotions Procedures
The Promotions Committee is comprised of 5-6 faculty, most of whom hold a rank of Professor. The charge of the promotions committee is to review the application for promotion of faculty who have applied /been recommended for promotion by their Departmental Chair. The committee will use the guidelines in this document to make a recommendation for or against promotion to the Executive Dean.
Faculty should use their Faculty Self Evaluation form (Attachment D) as a guide to their application for promotion. A letter to the chair requesting review for promotion should accompany the application. In that letter, the faculty member should describe how they meet the criteria for promotion and point out areas of strength in their application. An up-to-date and accurate Curriculum Vitae should be included in the packet.
Submission of entries: –
Education portfolio includes the following the documents to be submitted along with a cover letter which is to be forwarded to the FPC on or before —————.
1. American University of Antigua College of Medicine Promotion Application (see Form 1)
2. Updated Curriculum Vitae
3. Personal Statement: (Should include an analysis of strengths and weaknesses, with plans to address weaknesses, and overall career goals)
4. A recommendation letter from the department chair or other senior faculty from any department who knows you and your work well (To be submitted directly to the committee. Recommenda-tion by a senior faculty from another subject: The letter should clearly indicate the modality followed for such recommendation (for example: Joint participation in preparing a integrated curriculum, writ-ing integrated basic science questions, frequent collaboration with the faculty of other discipline/s of basic medical sciences etc)
5. Updated self-evaluation (Form 2)
6. Faculty Facilitation (Form 3) and Faculty Lecturing Evaluation (Form 4) (for the immediate past 2 years)
7. System Evaluation (if you have coordinated a System)
8. Supporting documents (Eg: Testimony / Recommendation / Appreciation letters from professionally collaborated members, Involvement with faculty development programs, research articles)
TERMINATION
Details regarding the termination of an appointment can be found in the Faculty Appointment Contract.