2. Professional Development

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A commitment to professional growth is an essential quality of faculty at AHU. As in any profession, faculty are expected to not only remain current in their field, but also to strive to become more effective and accomplished in their educational responsibilities.

The assignment of academic rank at AHU is a means of recognizing the professional achievement of its faculty.  The four academic ranks, from Instructor to Professor, represent the University’s acknowledgment of various landmarks possible within the span of a professional career.  Those landmarks involve two separate, but related, areas of achievement.  First, there is the formal, well-established track of successively higher academic degrees (e.g. B.S., M.S., Ph.D.).  Receiving a higher degree represents a deeper understanding of a particular discipline, as well as an increased capacity to contribute to the growth of that discipline.  The second area of achievement is in the arena of professional activity.  This includes education, scholarship, professional service and mentorship. The criteria found in the Ranks section identify the role these standards play in academic rank promotion at AHU.

2.1 Ranks

Professor

The rank of Professor is the highest academic appointment.  An appointment as Professor signifies demonstrated and sustained excellence as an educator¹, scholar², and mentor, as well as exemplary professional service.

The candidate for Professor must have an earned doctoral degree³ from a regionally-accredited academic institution. This degree must be either in the assigned area of education or in an area that directly contributes to the professional assignment. The candidate is expected to have at least four years of effective university-level work as an Associate Professor.

Associate Professor

An Associate Professor is considered a senior member of the University faculty and serves as a respected mentor to colleagues and students. An appointment as Associate Professor signifies sustained excellence as an educator¹, demonstrated competence as a
scholar², mentor, and recognition in professional service.

The candidate for Associate Professor shall have an earned doctoral degree³ from a regionally-accredited academic institution and/or one of the following qualifications:

• Significant progress towards a Doctoral degree from a regionally accredited academic institution; and/or
• A Master’s degree from a regionally accredited academic institution with significant professional contribution in their field of specialty.

The degree must be either in the assigned area of education or in an area that directly contributes to the professional assignment. The candidate is expected to have at least four years of effective University-level work as an Assistant Professor.

Starting with the academic year of 2019-20, faculty seeking rank promotion to Associate Professor are expected to publish as the principal author at least one peer reviewed publication while at the rank of Assistant Professor.

Starting with the academic year of 2023-24, faculty seeking rank promotion to Associate Professor are expected to publish a minimum of two peer reviewed publications while at the rank of Assistant Professor. The applicant shall be the principal author of at least one of the publications.

Acceptable publications, such as journal articles, books, and book chapters, shall be published in periodicals or venues recognized by the appropriate academic or professional organizations at the national level and/or professional accrediting associations. The intent is to allow long-term access by other scholars and practitioners. 

Assistant Professor

The Assistant Professor is a respected member of the University faculty and has begun to serve as a mentor to colleagues and students. An appointment as Assistant Professor signifies demonstrated competence as an educator¹ with potential for excellence, competence in professional service, mentoring, and engagement in scholarly² activity.

The candidate for Assistant Professor must have a master’s degree from a regionally-accredited academic institution.

The master’s degree or the graduate coursework should be either in the assigned area of education or in an area that contributes to the professional assignment. The candidate is expected to have at least four years of effective University-level work at the rank of Instructor and/or an earned doctorate in an area that contributes to the professional assignment.

Starting with the academic year of 2023-24, faculty seeking rank promotion to Assistant Professor are expected to publish at least one peer reviewed publication while at the rank of Instructor.

Acceptable publications, such as journal articles, books, and book chapters, shall be published in periodicals or venues recognized by the appropriate academic or professional organizations at the national level and/or professional accrediting associations. The intent is to allow long-term access for other scholars and practitioners. 

1 For the description of the standards of educating, see Standards of Educating for Faculty at AdventHealth, Appendix D4 - Educating Statement , Educating at AdventHealth University.

2 For a description of the essential characteristics of all forms of scholarship, including publications, see Scholarship Criteria, Appendix D1 - Scholarship Statement , Scholarship at AdventhHealth University.

3 For this purpose, either a clinical or academic doctorate fulfills the requirement of an earned doctoral degree.

Instructor

The Instructor is a member of the University faculty and is committed to the satisfactory performance of all assigned duties.  Appointment as Instructor is based on the expectation that faculty at this rank will develop competencies in education, scholarship, mentoring, and professional service.

The candidate for Instructor should have at least a baccalaureate degree from a regionally-accredited academic institution. The degree must be in the assigned area of education or in an area that directly contributes to the work assignment.

2.2 TalentCare

Ongoing evaluation of faculty development is a critical element in the effort to achieve excellence in education.  Useful feedback informs and validates the work of the educator. The faculty development process is about setting goals and achieving them. It is about embracing a growth mindset in the core areas that define the world of learning and intellectual pursuits at the university as defined in AHU’s faculty addendum handbook (see Appendices D1-D4).

TalentCare is the platform and process that AdventHealth uses to foster deeper relationships between leaders and team members while building trust and allowing for the discovery of team member strengths. This is achieved through One-to-One Connections and Development Conversations.  

One-to-One Connections are weekly, five-minute touchpoints initiated by the leader with every direct report employee.  These strengths-based connections are brief yet focused on celebrating successes and identifying issues, needed action, and next steps. 

Development Conversations are focused conversations that leaders have with their team members twice a year.  These conversations focus on developing priorities, individual strengths, service standards, leadership competencies, and how each team member is living out mission in their day-to-day work.  

The focus of the Development Conversations are on professional growth. Goals should be set in the primary performance domains: educating, scholarship, professional service, and mentoring. In addition, faculty should reflect on AHU’s mission. Faculty are also expected to demonstrate exemplary citizenship and carry out administrative responsibilities.

Faculty need to complete the Self-Reflection Form as part of the Development Conversation process.  

The completed Self-Reflection is sent to the department Chair or Program Director by the specified deadline for review and discussion.  

2.3 TalentCare Process

Each faculty member should collect/compile relevant documents throughout the school year, which provide evidence of professional development in each of the   performance domains: educating, scholarship, and professional service.  Evidence for educating can include, but are not limited to, all instructor/course evaluations, formative dialogue process (see Appendix C ), and course syllabi.  Documentation should also be gathered on workshops attended, continuing education, evidence of current licensure/certification, and any educational attainments.  Evidence of professional service and mission contributions to the University and the community could include committee work, presentations, and professional contributions to the community.  Scholarship could include publications, professional presentations, and innovations. 

Responsibilities

It is the responsibility of the faculty member to collect, analyze, and fill out the Self-Reflection Form.  This form is submitted to the Department Chair/Supervisor who will discuss the document with the faculty member as part of the Development Conversation.

The Department Chair/Supervisor will provide feedback to the faculty member regarding professional development and the goals achieved during the past school year.  

The Provost will discuss the Development Conversation with the Department Chair/Supervisor.

2.4 Promotion

Rank Promotion

Promotion from one academic rank to another is in recognition of a faculty member’s professional development over time. It is an acknowledgement that the individual has the qualities and accomplishments commensurate with those described in the appropriate rank description (see 2.1 Ranks).

In preparing for a rank promotion, the faculty member must provide a portfolio, which should be an outgrowth of the work done in the Developmental Conversations.  While the rank promotion portfolio will include relevant information and analysis from the Developmental Conversations, it will differ from the Developmental Conversations in depth, breadth, and scholarship.  It will be deeper because the faculty member is showing evidence, through documentation, of those requirements described in the rank for which application is being made.  It will also provide a deeper analysis of the accomplishments, trends, and goals, which the faculty member has seen over a period of several years (typically since the last rank promotion or initial appointment, whichever is most recent).  In that way as well, the rank promotion portfolio captures a broader reach than the Developmental Conversations. This portfolio is a work of scholarship. Therefore, it will demonstrate an appreciation of relevant scholarly work, as well as include reference citations. 

Promotion to the next higher rank is in recognition of past achievement and anticipates continued professional growth. Such promotion is not solely based on years of service; it also recognizes faculty are functioning at the next rank. 

Responsibilities

1. Each faculty member is responsible for being informed of the rank criteria and his or her current academic rank. This information can be found in the HUB or Human Resources.
2. Each faculty member is responsible for initiating any request for advancement in rank. The faculty member can declare their intention in January by submitting two notices of intent, one to the Department Chair and one to the Chair of the Faculty Rank and Promotion Committee, each with original signatures (Use Appendix E - Notice of Intent to Apply for Rank Promotion , on the R drive). 
3. Submission of the Intent to Apply for Rank Promotion should accompany a faculty member’s portfolio during the Developmental Conversation. The deadline for submitting intent to apply for rank promotion is the third Tuesday in June.
4. The faculty member is responsible for submitting a comprehensive draft of the rank promotion portfolio to his or her Department Chair, or designee, for review by the third Tuesday of September.
5. The faculty member is responsible for providing relevant information to the Faculty Rank and Promotion Committee through the rank promotion portfolio which shall be submitted in electronic format. The deadline for the rank promotion portfolio is the third Tuesday in January. Access to this portfolio will be given to the appropriate University administrators and the Faculty Rank and Promotion Committee.
6. The appropriate Department Chair/designee is responsible for providing relevant information regarding the faculty member’s professional development since his or her last rank promotion or initial rank assignment to the Faculty Rank and Promotion Committee. This evaluation covers the period since the last rank promotion or initial rank assignment.
7. The members of the Faculty Rank and Promotion Committee will review the Promotion Portfolio and make a recommendation consistent with the documentation provided by the faculty member in a professional and confidential manner.
8. The Faculty Rank and Promotion Committee is responsible for conveying its recommendation to the University Provost regarding the faculty member’s request.
9. The appropriate Department Chair/designee is responsible for conveying his or her recommendation to the Provost regarding the request for rank promotion by the faculty member.
10. The Provost is responsible for conveying his or her recommendation along with the recommendation of the Department Chair/designee to the University President regarding the request for rank promotion by the faculty member.
11. The Provost notifies the faculty member of the decision of the University President. 
12. If a change in rank is approved, Human Resources will notify the faculty member of the effective date and other important information. 

Rank and Promotion Portfolio Guidelines

The following guidelines are to be used where applicable.  Faculty should consult with the Department Chair/designee regarding variations. 

• Curriculum Vitae: a full history of your academic credentials (see Appendix A ). 
• Statement of Purpose: this is a short essay explaining how the faculty member contributes to the Mission/Vision of the University including a statement regarding how the faculty member helps their Department reach its strategic goals as well as the reason for pursuing rank and promotion.
• Educating:  (see Appendix D4 - Educating Statement ) (Faculty members whose assignment does not usually include classroom teaching will be evaluated on appropriate criteria).
  Philosophy of Educating:  to include philosophy of Teaching/Learning; content expertise; instructional delivery skills; and instructional design. 
  Course Design and Maintenance:  to include Course Management Skills; New Methods attempted; and Innovations Developed.
  Peer and Student Evaluations:  to include overview of what was learned; analysis and plan resulting from the evaluations.  Supporting documentation needs to include copies of all instructor/course evaluations for the previous three years.  *Recommend organizing quantitative and qualitative data in a summary table for easy review and reflections.
• Life-Long Learning: to include courses taken; other. (Supporting documentation needs to be provided). 
• Scholarship: (see Appendix D1 - Scholarship Statement ) 
  Discovery (creative/innovative):  to include summary of research (evidence needs to be provided)
  Integration:  to include summary of activity (evidence needs to be provided) 
  Education (evidence-based):  to include summary of scholarly activity in the classroom (examples:  application of research; innovations; assessment of the effectiveness of learning outcomes within courses; self-reflection/evaluation of this scholarly activity) (evidence needs to be provided).
  Application - scholarly activity within the faculty member’s discipline.  To include presentations; publications; peer review or editor for professional publications.  (Evidence needs to be provided). 
• Professional Service:  (see Appendix D2 - Professional Service Statement ) per rank it is suggested for:
  Your Professional Community:
  *Assistant Professor-active membership in professional organization
  *Associate Professor-hold an office/be on committee in local or regional professional organization
  *Professor-hold an office/be on committee in national or international professional organization.  At least 1 year in office. 
  Show evidence or attempts when trying to meet these requirements but are unsuccessful.
  AHU Community:  to include list of committees served; presentations at University workshops; advising; mentoring (see Appendix D3 - Mentoring Statement ).
  AdventHealth System:  to include committees served; consulting; other
  Community at Large:  to include community service/service-learning activities; consulting; other.
• Mentoring: Mentoring AHU Faculty and Students; Mentoring to external parties. 
• Other accomplishments or activities
• Five Year Goals:  Educating; Scholarship; Professional Service; Mentoring.  To include analysis/reflection on the faculty member’s professional development over the past year; identify goals for the next five years with a plan about how they might be accomplished. 

Promotion to Assistant Professor

Those applying for promotion to the rank of Assistant Professor should begin preparing their portfolio by:

• Reviewing the AHU Mission Statement and the four underlying values: Nurture, Excellence, Spirituality, and Stewardship.
• Evaluating the four significant areas of faculty activity: educating, scholarship, professional service, and mentoring. (See Appendices D1-D4.)
• Considering the description of the rank presently held and of the rank sought.

Promotion to Associate Professor

Those applying for promotion to the rank of Associate Professor should begin preparing their portfolio by:

• Reviewing the AHU Mission Statement and the four underlying values: Nurture, Excellence, Spirituality, and Stewardship.
• Evaluating the four significant areas of faculty activity: educating, scholarship, professional service, and mentoring. (See Appendices D1-D4.)
• Considering the description of the rank presently held and of the rank sought.

Promotion to Professor

Those applying for promotion to the rank of Professor should begin preparing their portfolio by:

• Reviewing the AHU Mission Statement and the four underlying values: Nurture, Excellence, Spirituality, and Stewardship.
• Evaluating the four significant areas of faculty activity: educating, scholarship, professional service, mentoring. (See Appendices D1-D4.)
• Considering carefully the description of the rank presently held and of the rank sought.

When preparing the portfolio seeking promotion to the rank of Professor, a faculty member should review the descriptions of data requested for the Assistant and Associate Professor’s portfolio.

Individuals aspiring to the rank of Professor should have as much freedom as possible to format and prepare the appropriate portfolio. The data to be included in the Assistant and Associate Professors’ portfolios are for the greater part largely prescribed. While basically the same information may be relevant in this instance, its format and/or the inclusion of material not usually included in a portfolio are largely left to the professional judgment of the applicant seeking this, the highest academic rank.

It is urged that all material which will give significant support to this request for promotion in rank be included in this portfolio, even material not routinely included in a portfolio. For example:

• Electronic media or files illustrating some aspect of professional life important to this request
• Copies of published materials
• Newspaper or journal articles regarding professional activities
• Evidence of mentoring faculty and/or students