Teaching

• No additional unique expectations beyond the CLAS expectations for all faculty.

Service

• No additional unique expectations beyond the CLAS expectations for all faculty.

All expectations (teaching, research, and service) will be adjusted and documented in writing for faculty with an effort allocation different from 40:40:20.

Teaching

• No additional unique expectations beyond the CLAS expectations for tenure-track faculty. 

Research 

• No additional unique expectations beyond the CLAS expectations for tenure-track faculty. 

Service

• No additional unique expectations beyond the CLAS expectations for tenure-track faculty. 

All expectations (teaching, research, and service) will consider the year in rank of the assistant professor.

Teaching

• Supervise and mentor individual graduate students in research, with evidence of their progress towards degree completion appropriate to their year in training (e.g. student seminars, thesis committee meetings, student conference presentations, student publications).
  • As it may take time to recruit graduate students to the lab, it is sufficient in the first few years of appointment to show evidence of interest in mentoring graduate students (e.g., participate in recruitment events, participate in graduate student orientation, and/or mentor rotation students).
• Serve on graduate student thesis committees for trainees in other labs.

Research

• Present at an external academic conference (either trainee or faculty) or a seminar at another institution once every 18 months.
• Publications: It is recognized that publication styles vary among faculty and field.
  • This variation means that there is no “threshold” number that provides a concrete expectation, but typical expectations will include multiple senior-authored papers produced during the probationary period prior to applying to promotion. Papers that objectively appear to be of especially high significance or depth can potentially compensate for fewer total publications.
  • Collaboration is a critical part of biological research. Accordingly, co-authorship roles, and especially substantial ones, also contribute positively and meaningfully to the publication record when it comes to evaluation for promotion.
• Funding:
  • Submit one application for external funding annually until sufficient funding is obtained.
  • Prior to promotion, obtain external funding sufficient to fully support the research program (typically one major federal grant as a PI or multi-PI).
  • This expectation will be adjusted to reflect federal funding success rates.
• Prior to promotion, establish a national reputation: such a reputation can manifest in a variety of ways, including but not limited to seminar invitations, publication and citation record, popular press/media highlights/contributions, conference and symposia leadership.

Service

• Actively participate in one departmental committee or service role annually.

Teaching

• Satisfy one of the following:
  • Teach 1:1 and supervise and mentor individual graduate students in research, with evidence of their progress towards degree completion appropriate to their year in training (e.g. student seminars, thesis committee meetings, student conference presentations, student publications, and thesis defense), and supervise other trainees (undergraduates, etc).
  • Teach 2:1 or 2:2, accompanied by lower level of student mentoring (per departmental teaching load policy).
• Serve on graduate student thesis committees for trainees in other labs, possibly including as comprehensive exam committee chairs.

Research

• Present at an external academic conference (either trainee or faculty) or a seminar at another institution once every 18 months.
• Publications: It is recognized that publication styles vary among faculty and field.
  • This variation means that there is no “threshold” number that provides a concrete expectation, but typical expectations will include multiple senior-authored papers produced during a three-year period. Papers that objectively appear to be of especially high significance or depth can potentially compensate for fewer total publications.
  • Collaboration is a critical part of biological research. Accordingly, co-authorship roles, and especially substantial ones, also contribute positively and meaningfully to the publication record.
  • This expectation will be adjusted and documented in annual reviews for faculty with no or one graduate trainee.
• Consistently maintain external funding through regular grant applications to fully support the research program; this is typically at least one major federal grant as a PI or multi-PI but can also be achieved through multiple co-PI grants.
  • If no active grant exists, then one application should be in preparation or pending annually.
  • This expectation will be adjusted to reflect federal funding success rates.
• Prior to promotion, establish an international reputation: such a reputation can manifest in a variety of ways, including but not limited to international seminar invitations, citation record, popular press/media highlights/contributions, international conference and symposia leadership, international guest professorships, editorial board membership.

Service

• Actively participate in one to two departmental committees or service roles annually.
• Actively participate in one collegiate or university committee or other significant college/university service role once every 5 years.

Teaching

• Satisfy one of the following:
  • Teach 1:1 and supervise and mentor individual graduate students in research, with evidence of their progress towards degree completion appropriate to their year in training (e.g. student seminars, thesis committee meetings, student conference presentations, student publications, and thesis defense), and supervise other trainees (undergraduates, etc).
  • Teach 2:1 or 2:2, accompanied by lower level of student mentoring (per departmental teaching load policy).
• Serve on graduate student thesis committees for trainees in other labs, possibly including as comprehensive exam committee chairs.

Research

• Present at an external academic conference (either trainee or faculty) or a seminar at another institution once every 18 months.
• Publications: It is recognized that publication styles vary among faculty and field.
  • This variation means that there is no “threshold” number that provides a concrete expectation, but typical expectations will include multiple senior-authored papers produced during a three-year period. Papers that objectively appear to be of especially high significance or depth can potentially compensate for fewer total publications.
  • Collaboration is a critical part of biological research. Accordingly, co-authorship roles, and especially substantial ones, also contribute positively and meaningfully to the publication record.
  • This expectation will be adjusted and documented in annual reviews for faculty with no or one graduate trainee.
• Consistently maintain external funding through regular grant applications to fully support the research program; this is typically at least one major federal grant as a PI or multi-PI but can also be achieved through multiple co-PI grants.
  • If no active grant exists, then one application should be in preparation or pending annually.
  • This expectation will be adjusted to reflect federal funding success rates.
• Maintain an international reputation: such a reputation can manifest in a variety of ways, including but not limited to international seminar invitations, citation record, popular press/media highlights/contributions, international conference and symposia leadership, international guest professorships, editorial board membership.

Service

• Actively participate in two departmental committees or service roles annually.
• Actively participate in one collegiate or university committee or other significant college/university service role once every 5 years.