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.<\/p>\n
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.<\/p>\n
1. Regular Faculty<\/strong> 2. Part-Time Faculty<\/strong> 3. Special Designations<\/strong> PROMOTIONS CRITERIA<\/strong><\/p>\n 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. 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.<\/p>\n 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. 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n Promotion of Regular Faculty<\/strong> 2. Instructor to Assistant Professor<\/strong><\/p>\n Academic Educators: In order of importance, Teaching, Scholarship and Service are the primary categories by which faculty will be judged in promotion Clinician Educators: In order of importance, Teaching, Service, Scholarship <\/p>\n 3. Assistant to Associate Professor<\/strong><\/p>\n Academic Educators: Teaching:<\/strong> Clinical Educator:<\/strong> Teaching:<\/strong> Service:<\/strong> For Early Promotion:<\/strong> Examples:<\/strong> 4. Associate Professor to Professor<\/strong><\/p>\n Academic Educators Clinician Educators:<\/strong> Teaching:<\/strong> Research\/Scholarship:<\/strong> Service:<\/strong> <\/p>\n For Early Promotion:<\/strong> <\/p>\n Promotions Procedures<\/strong> 1. American University of Antigua College of Medicine Promotion Application (see Form 1) <\/p>\n TERMINATION<\/strong><\/p>\n Details regarding the termination of an appointment can be found in the Faculty Appointment Contract.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" APPOINTMENT 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 […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":6597046,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-6597071","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=\/wp\/v2\/pages\/6597071","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=6597071"}],"version-history":[{"count":0,"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=\/wp\/v2\/pages\/6597071\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=\/wp\/v2\/pages\/6597046"}],"wp:attachment":[{"href":"https:\/\/myaua.auamed.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6597071"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nThe designation of Regular Faculty refers in general to full-time academicians who are committed to Education, Scholarship and Service to the institution
\nAcademic Educator
\nThe 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.
\nClinician Educator
\nClinician 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<\/p>\n
\nClinical Faculty
\nClinical 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.
\nAdjunct Faculty
\nThe 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.
\nVisiting Faculty
\nUse 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.<\/p>\n
\nDistinguished University Professor
\nFaculty with a long history of exceptional contributions to the College of Medicine
\nmay be awarded the life-long faculty status of Distinguished University Professor
\nEmeritus Faculty
\nFaculty may be awarded Emeritus status on the basis of length and quality of service upon official retirement from the University.<\/p>\n
\nThe 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.<\/p>\n
\nScholars 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.<\/p>\n
\n1. 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.
\nThe below documents should be submitted to the AUA promotion committee.
\n\u2022 A letter from you indicating your interest to remain at AUA as a full-time member of the faculty.
\n\u2022 A curriculum vita (CV)
\n\u2022 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)
\n\u2022 A copy of all published papers since coming to AUA;
\n\u2022 Some evidence documenting the effectiveness of your teaching activities, including re-cent teaching evaluations.
\n\u2022 Any additional information that you feel would assist the Committee in making a rec-ommendation to the executive dean<\/p>\n
\nEducation Qualification: MBBS\/MD, EdD., or PhD.
\nSuccessful candidates will show the following;
\n2-3 years in rank as instructor
\nTeaching:
\nHeavy teaching load
\nSkill in multiple teaching formats (Lecture, flipped classroom, Small group, Lab, Problem based, Case-based)
\nGood to excellent teaching evaluations; (Students\/Peers)
\nInterest and participation in test item writing.
\nParticipation in teaching based faculty development
\nScholarship:
\nEducational 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)
\nInvolvement in research
\nCo-authoring papers, book reviews, reviews, original research
\nPresentation of posters, papers at local or national levels
\nInvolvement in grant writing
\nJournal club or equivalent<\/p>\n
\nEducation Qualification: MBBS, MD
\nSuccessful candidates will show the following;
\n2-3 years in rank as instructor
\nTeaching:
\nHeavy teaching load
\nSkill in multiple teaching formats (Lecture, flipped classroom, Small group, Lab, Problem based, Case-based)
\nClinical teaching with standardized, or actual patients
\nFamiliarity with simulation technology
\nGood to excellent teaching evaluations; (Students\/Peers)
\nInterest and participation in test item writing.
\nParticipation in teaching based faculty development.
\nScholarship:
\nEducational 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)
\nInvolvement in educational or clinical research
\nCo-authoring papers, book reviews, reviews, original research
\nPresentation of posters, papers at local or national levels
\nJournal club or equivalent
\nService:
\nCommittee membership
\nProctoring exams
\nAdvising students
\nParticipation in University activities, (White coat, graduation, Research day etc.)
\nDepartmental citizenship (covering for absent colleagues, volunteering for departmental work)
\nCommunity service (Health fairs, volunteer efforts, etc.)<\/p>\n
\nEducation Qualification: MBBS\/MD\/PhD
\nSuccessful candidates will show the following;
\n5 years in rank as Assistant Professor
\nIn addition to the requirements for Assistant Professor:<\/p>\n
\nDemonstrated effective teachers with heavy teaching load
\nSkilled test item writer
\nAssisting with a System or curriculum development
\nMentoring junior faculty in teaching activities
\nActive participation in educational faculty development
\nResearch:
\nEducational 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)
\nCreate and administer research
\nAuthor papers, other publications
\nDevelop grant applications as PI
\nService:
\nChair committees
\nLeadership role in University activity planning Assistant Leadership in department.<\/p>\n
\nEducation Qualification: MBBS\/ MD
\nSuccessful candidates will show the following;
\n5 years in rank as Assistant Professor
\nIn addition to the requirements for Assistant Professor:<\/p>\n
\nDemonstrated effective teachers
\nCourse or theme director\/assistant director
\nSkilled test item writer
\nAssisting with course or curriculum development
\nMentoring junior faculty in teaching activities
\nActive participation in educational faculty development
\nDevelopment and administration of OSCE’s
\nResearch:
\nEducational 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)
\nAuthoring papers and other publications<\/p>\n
\nChair committees
\nLeadership role in University activity planning Assistant Leadership in department.
\nLeadership in Community Service College leadership<\/p>\n
\nTeaching: Three years in Rank at AUA
\nResearch\/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
\nService: Going above and beyond the job description<\/p>\n
\n\u2022 Excellence in teaching awards (at least two)
\n\u2022 Chairing a committee
\n\u2022 Active member at least in three-five committees
\n\u2022 New teaching endeavors within the department
\n\u2022 Developing a new committee\/a new project<\/p>\n
\nEducation Qualification: MBBS\/ MD\/ PhD
\nSuccessful candidates will show the following;
\n5 years in rank as Associate Professor
\nIn Addition to the requirements for Associate Professor:
\nTeaching:
\nDemonstrated effective teachers, heavy teaching load.
\nLeadership in course, theme and curricular development
\nActive in faculty development (as teachers) activities
\nResearch:
\nEducational 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)
\nPeer-reviewed publications
\nMentoring junior faculty in research, grant writing and publications
\nService:
\nLeadership roles in Department, and College Community service leadership<\/p>\n
\nEducation Qualification: MBBS\/ MD
\nSuccessful candidates will show the following;
\n5 years in rank as Associate Professor
\nIn Addition to the requirements for Associate Professor:<\/p>\n
\nLeadership in course, theme and curricular development
\nActive in faculty development (as teachers) activities<\/p>\n
\nEducational 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)
\nPeer-reviewed publications
\nMentoring junior faculty in research, grant writing and publications
\nRecommendation letters on the candidate\u2019s scholarly work from 1 or 2 referees outside of the university<\/p>\n
\nLeadership roles in Department, and College Community service leadership
\nRecommendation letters on the candidate\u2019s community work from 1 or 2 referees outside of the university<\/p>\n
\nTeaching: Three years in Rank at AUA
\nResearch\/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
\nService: Going above and beyond the job description
\nExamples:<\/strong>
\n\u2022 Excellence in teaching awards (at least two)
\n\u2022 Chairing a committee
\n\u2022 Active member at least in three-five committees
\n\u2022 New teaching endeavors within the department
\n\u2022 Developing a new committee\/a new project<\/p>\n
\nThe 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.
\nFaculty 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.
\nSubmission of entries: –
\nEducation 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 —————.<\/p>\n
\n2. Updated Curriculum Vitae
\n3. Personal Statement: (Should include an analysis of strengths and weaknesses, with plans to address weaknesses, and overall career goals)
\n4. 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)
\n5. Updated self-evaluation (Form 2)
\n6. Faculty Facilitation (Form 3) and Faculty Lecturing Evaluation (Form 4) (for the immediate past 2 years)
\n7. System Evaluation (if you have coordinated a System)
\n8. Supporting documents (Eg: Testimony \/ Recommendation \/ Appreciation letters from professionally collaborated members, Involvement with faculty development programs, research articles)<\/p>\n