Faculty Development @ Saint Louis University School of Medicine- Leadership Skills Resources

Leadership Skills Resources

Leadership Skills Resources

NEW MANAGERS’ TRAINING PROGRAM
Sponsored by the AAMC group on business affairs.
SLU contact: Dean Philip O. Alderson
Source: www.aamc.org/start.htm Click on meetings.
Program Overview
The New Managers’ Training Program is aimed at providing new managers with insights into key issues and concepts related to being an effective manager. This basic program includes sessions on the fundamental principles and skills in leadership ethics, finance, human resources, research administration, and clinical administration. It is expected that participants will come away from the program with an awareness that there are numerous pitfalls in the areas that will be addressed and that they need to be familiar with their own institution’s policies in these domains. Case studies, situational analyses and best practices will be reviewed to enhance the learning process.
Learning Objectives Discover the differences and similarities between academia and corporate leadership and culture.
Explore the challenges of preserving the academic enterprise and culture. Define the issues and areas of accountability that will help you “juggle” your role as an academic administrator. Review how you can make the right choices in ethical dilemmas. Outline the elements of a reasonable academic department budget template. Identify tools that will assist you in managing and tracking funds flow within your department. Examine current human resource trends within academia. Assess crucial components of clinical operations management. Apply key aspects of the provider-patient interactions to your practice.
Target Audience You should attend this program if you are an academic practice manager/administrator or physician who wants to improve your management skills in a variety of areas. The material presented is intended for managers who have less than two years of on-the-job experience. This program is also appropriate for accounting and nursing professionals who are new to the field of academic practice administration. Information is offered that is necessary for your development of management skills required to run academic practices.
LEADERSHIP DEVELOPMENT FOR PHYSICIANS IN ACADEMIC HEALTH CENTERS
SLU Contact: Dean Philip O. Alderson
Source: www.aamc.org Find search and type “Harvard school of public health” (be sure to include the quotation marks). Click on Successful Department Chair Series Resources: National Leadership Program.
Overview
Academic health centers in the United States are experiencing major change as a result of the effects of environmental and financial pressures. In addition to the restructuring of the clinical enterprise, academic centers are being challenged to sustain their academic missions and priorities in the face of resource constraints. In order to tackle these challenges, institutions need physicians in administrative positions at all levels who can provide leadership and thoughtful managerial initiatives. For twenty-five years Harvard has conducted the Program for Chiefs of Clinical Services (PCCS), an intensive two-week executive development program designed specifically for chairs of clinical departments in major teaching hospitals. During that time, chiefs of service in all the major specialties, from institutions in all regions of the United States, have participated in the PCCS Program and rated this unique education program very highly. To assist academic institutions in meeting the current challenges noted above, in 1997 Harvard launched a new companion program, Leadership Development for Physicians in Academic Health Centers, to serve a wider array of physician leaders. This program has been developed for physicians (who are not chairs of clinical departments) who are interested in attending a rigorous leadership development and management education program. The Program aims to bring together physicians who are in administrative positions in academic health centers, who are not chairs of clinical departments, and an interdisciplinary faculty for two weeks of intensive and systematic study of some of the critical leadership and management issues which face physicians in administrative positions and academic health centers.
Objectives
The Program's objective is to enhance and develop participants' leadership abilities and effectiveness. This is accomplished by providing a broader understanding of their responsibilities as leaders, perspective on some of the critical leadership and management issues they face, and understanding and awareness of concepts and techniques relevant to management. Participants The Program is designed for physicians in administrative positions in academic health centers. Potential participants include individuals in positions such as: chief of a clinical division or section within a clinical department; vice chair of a clinical department; medical director; vice president of medical affairs; associate dean for clinical affairs; etc. Participants will be selected with a view to ensuring an appropriate mix and balance in the class.
Curriculum
The curriculum of the Program is organized around the following interrelated courses taught by a faculty experienced in executive education for physicians and other key decision-makers in the health system:
- Institutional Policy and Strategy
- Financial Analysis and Control
- Management of Operations
- Clinical Innovation and Performance Improvement
- Organizational Issues
- Conflict Resolution and Negotiation
A carefully integrated curriculum permits participants to examine fundamental leadership and managerial issues from the perspective of several disciplines. The overriding purpose for learning concepts, techniques and skills in any of the management disciplines in this Program is to understand their managerial use and limitations. Upon Completion Of The Program, Participants Will Have Gained:
- increased understanding of the responsibilities and tasks of leaders in complex institutions;
- broader appreciation of the challenges and changes occurring in academic medical centers and the implications for their own institution and service or area of responsibility;
- new perspectives on issues they face currently and on those which arise in the future;
- knowledge of relevant concepts and techniques in several key management disciplines;
- new methods to analyze problems and an enhanced capacity to identify the critical questions; and
- greater effectiveness as unit and institutional leaders in formulating and implementing initiatives and managing change.
SOCIETY FOR EXECUTIVE LEADERSHIP IN ACADEMIC MEDICINE (SELAM)
SLU Contact: Dean Philip O. Alderson
Source: www.selaminternational.org
Mission Statement:
The Society for Executive Leadership in Academic Medicine is committed to the advancement and promotion of women to executive positions in academic health professions through programs that enhance professional development and provide networking and mentoring opportunities. The Society will support programs designed for individuals interested in careers in academic medicine and dentistry and will promote collaboration and networking among its members and other organizations that share common goals.
Membership Benefits:
SELAM Newsletter
Reduced registration fees at SELAM Continuing Education meetings
Networking and collegiality
Continuing education in leadership
Recognition of women in academic health professions
Continuing education updates
Executive advancement strategies
SELAM sponsored receptions at AAMC and ADEA annual meetings
AAMC's PROFESSIONAL DEVELOPMENT SEMINAR FOR EARLY CAREER WOMEN FACULTY
SLU Contact: Dean Philip O. Alderson
SOURCE: www.aamc.org/members/wim/meetings/start.htm
AAMC's Professional Development Seminar for Early Career Women Faculty is for women early in their first faculty appointment who are aiming for a position of leadership in academic medicine (associate professors are not eligible). It is targeted primarily at physicians but is also pertinent for PhD scientists. Even though far more than this apply, the number for participants is limited to 120 to keep workshops small. Each applicant should submit a supporting letter from her dean, section or department head describing how her goals for attending the seminar relate to her work and professional aspirations. CME credit offered. Seminar objectives include:
1. To assist participants in creating an agenda for working toward her professional development agenda;
2. To provide participants with insights into the realities of building a career in academic medicine, into key ways in which academic medicine is changing, and into leadership qualities demanded by these realities and changes;
3. To help participants to expand their network of colleagues and role models; and 4.To assist participants in identifying the skill areas on which they most need to work and give them a start in developing them.
AAMC MID-CAREER WOMAN FACULTY PROFESSIONAL DEVELOPMENT SEMINAR
SLU Contact: Dean Philip O. Alderson
SOURCE: www.aamc.org/members/wim/meetings/start.htm
AAMC's Professional Development Seminar for Mid-Career Faculty Women in Medicine, held in the summer, is designed for women associate or full professors with clear potential for advancement to a major administrative position such as section or department head. Seminar objectives include:
1. To provide participants with insights into the realities of gaining a senior administrative position in academic medicine;
2. To assist attendees in developing key skill and knowledge areas related to academic and organizational leadership; and
3. To give attendees opportunities to expand their network of colleagues and their vision of their own potential.
HARVARD SCHOOL OF PUBLIC HEALTH PROGRAM FOR (CHAIRS AND) CHIEFS OF CLINICAL SERVICES
SLU Contact: Dean Philip O. Alderson
Source: www.aamc.org Find search and type “Harvard school of public health” (be sure to include the quotation marks). Click on Successful Department Chair Series Resources: National Leadership Program
Purpose
Chairs of clinical departments traditionally have faced complex responsibilities because of their multiple tasks - patient care, teaching, research, and administration. In recent decades, this complexity has increased as many departments have expanded. As a result of pressures for cost-containment, increasing competition, and the effects of managed care, many chiefs are being asked by their institutions to become more extensively involved in institutional decision-making with regard to programs, staffing, operating and capital budgets, and other issues. These responsibilities are in addition to their traditional concerns within their own departments. At the same time, chiefs have to consider to a greater degree the relationship between institutional priorities, departmental decisions, and collaboration with other services. These new tasks call for new leadership and managerial skills.
The Program for Chiefs of Clinical Services brings together chiefs of major clinical departments in teaching hospitals and health systems and an experienced interdisciplinary faculty for two weeks of intensive and systematic study of some of the critical leadership and management issues facing chiefs, their departments, and teaching hospitals.
Objectives
The Program's overall objective is to enhance and develop participants' leadership abilities and effectiveness. This is accomplished by providing: broader understanding of their responsibilities as leaders; perspective on some of the critical leadership and management issues they face; and understanding and awareness of concepts and techniques relevant to management.
Participants
The Program is designed for chairs of major clinical departments in teaching hospitals whose responsibilities require them to allocate resources, develop policies, and provide leadership. Potential participants include heads of departments of medicine, surgery, obstetrics-gynecology, pediatrics, family medicine, psychiatry, neurology, anesthesiology, pathology, and radiology. Chairs of other major departments with residency programs are also eligible. Participants will be selected with a view to ensuring an appropriate mix and balance in the class.
Curriculum
The curriculum of the Program is organized around the following interrelated courses taught by a faculty experienced in executive education for physicians and other key decision-makers in the health system:

Institutional Policy and Strategy
Health Economics
Financial Analysis and Control
Management of Operations
Organizational Issues
Legal Issues

Upon Completion Of The Program, Participants Will Have Gained: increased understanding of their responsibilities and tasks as leaders of clinical departments and members of the leadership group of their institution; a broader appreciation of and insight into: the external challenges facing, and changes occurring in, academic medical centers; the range of options and responses available; and the implications for their own institution, clinical service, and academic program; new perspectives on issues they face currently and on those which arise in the future; knowledge of relevant concepts and techniques in several key management disciplines; new methods to analyze problems and an enhanced capacity to identify the critical questions; and greater effectiveness as departmental and institutional leaders in formulating and implementing new initiatives and managing change.
DEPARTMENT CHAIRS WORKSHOP OVERVIEW
SLU Contact: Dean Philip O. Alderson
Source: www.acenet.edu scroll ACE Program to ACE Program and click on GO. Click on Department Leadership Program
The American Council on Education's unique workshops for division and department chairs and deans are specifically designed to focus on departmental leadership. These workshops seek to support the development of the chair as an academic leader within the department and within the institution as a whole.
Who Should Attend
Department, division, and program chairs should attend, as well as deans interested in developing the leadership skills of theirdepartment chairs. Team participation is encouraged and a reduced rate is available for additional registrants who attend from a single institution. Program Goals, Format, and Materials The program aims to develop the leadership capacities of newly appointed department, division, and program heads and renew the skills and enthusiasm of experienced heads. Workshops begin at 5:00 p.m. on opening day and conclude at 12:30 p.m. on closing day. All sessions include interactive exercises and activities. The workshop format facilitates interaction among participants through small-group sessions integral to the didactic presentations. Registrants will receive a notebook with an annotated bibliography, presenters' handouts, and information relevant to chairpersons. Networking among the attendees is encouraged.
AMERICAN COLLEGE OF PHYSICIAN EXECUTIVES
SLU Contact: Dean Philip O. Alderson
Source: www.acpe.org Scroll quick find and click on Physician in Management seminar. Scroll to Educational Programs and click on Physician in Management Seminar.
Physician in Management (PIM) program is 5 days/6 modules, 35 CME Credits course for physicians in management to learn the business skills medical schools don't teach. ACPE designed the PIM to give you maximum flexibility and choice. You can take the full 5-day PIM, or opt for two days now and three later... or one day at a time at locations around the country. Take the modules in any order and combination you like. Take the full course, or take the modules one at a time. Earn credit toward your Master of Medical Management or online MBA degree. Each PIM module is approved for elective credit in the MMM program offered at Tulane University, Carnegie Mellon University and University of Southern California or for credit in the online MBA offered at University of Massachusetts.
1. Strategic Planning and Marketing (full day) Eric Berkowitz, PhD
  Key marketing concepts and strategies and their use in leading health care organizations: target markets, competitive advantage, the marketing mix, relationship marketing, branding, and more.
  - How physicians and patients make choices
  - Rising above your competition
  - Reconciling "needs" and "wants"
  - Building your strategic plan for an unknown future
  - Assessing your differential advantage in the health care marketplace
2. Finance in Health Care Organizations (full day) Hugh Long, MBA, PhD, JD
  An introduction to basic economic principles and their "real-world" application in managing today's health care organizations. Included is a look at the health insurance industry and Medicaid and Medicare programming.
  - Understanding the language of CFOs and Accountants
  - Essential economic and financial tools for physicians in leadership
  - You can make a profit and go out of business - learn why and how
  - Paying physicians: creating the right-and wrong-incentives
  - Determining who gets what in your organization
3. The Future of Health Care (1/2 day) Leland Kaiser, PhD
  An overview of organizational systems, including the evolving roles of the physician Executive, future trends in health care, and strategies for effective management. The role of the physician in leadership and management
  - The growing demand for physicians with management training
  - Increasing your influence
  - Reconciling the ethics of medicine and the realities of business
  - How to deal effectively with administration and governing boards
4. Management Skills for Physician Executives (1/2 day) Roger Schenke
  Practical tools for effective managerial decision-making. Explores group dynamics, skills needed to lead meetings, dealing constructively with disruptive individuals, and other issues in medical management.
  - Getting "buy in" for your decisions
  - What's wrong with committees and meetings of all kinds
  - So many managers, so few leaders. How come?
  - Making decisions is easy; making decisions that work is tougher
  - Why and how to use groups of 2,3,5,7 or more people
5. Increasing your Influence (full day) harles Dwyer, PhD
  Organizational characteristics and the roles of power, authority, and perception as they relate to the physician executive's ability to influence the behavior of others.
  - Influencing the behavior of professionals
  - Causes of organizational and specialty turf conflicts
  - Clarifying and realigning organizational and individual objectives
  - Imminent competition - organization vs. medical staff, physician vs. physician
  - Values as a source of conflict
6. Powerful Negotiation Skills (full day) Roger Dawson
  The physician manager's guide to rules associated with negotiation processes: how and when to apply them, how to recognize and defend against them.
  - Identifying what you want and learning how to get it
  - Knowing when to walk away
  - The best strategies to gain power, money, time, and position
  - The purposes, usage and attitudes to negotiate win-win outcomes
  - Taking charge of the negotiation process
EXECUTIVE LEADERS PROGRAM
SLU Contact: Dean Philip O. Alderson Source: www.acpe.org Scroll quick find and click on Physician in Management seminar. Scroll to Educational Programs and click on Executive Leaders Program. Also scroll to Professional Recognition and click on Certified physician Executive (CPE) Program
ACPE has rededicated itself to providing fresh, new educational opportunities for our most experienced physician executives. Participants will design a personalized educational experience around important topics in a format that best suits their needs and learning style. All this set against the background of exciting Las Vegas! High Level Briefings: Gain perspective on the industry through three Briefing Sessions: National Health Care Policy, Clinical Perspectives and Future Trends in Medical Management In-depth Workshops: Sit down with colleagues to analyze and formulate approaches to address the real challenges that face senior leadership. Under the guidance of industry experts, get to the "meat of the issue."
THE SUCCESSFUL MEDICAL SCHOOL DEPARTMENT CHAIR: A GUIDE TO GOOD INSTITUTIONAL PRACTICE LEADERSHIP TRAINING PROGRAMS FOR MEDICAL SCHOOL DEPARTMENT CHAIRS
Selected National Leadership Development Programs
Source: www.aamc.org Find search and type “Harvard school of public health” (be sure to include the quotation marks). Click on Successful Department Chair Series Resources: National Leadership Program. Find a list of leadership development programs targeted at department chairs per se as well as other programs for leaders in medicine, higher education, and health care. Please note: Except for its own courses, the AAMC has not assessed and does not endorse any of these programs.
THE SUCCESSFUL MEDICAL SCHOOL DEPARTMENT CHAIR: A GUIDE TO GOOD INSTITUTIONAL PRACTICE
Leadership Training Programs for Medical School Department Chairs
SLU Contact: Dean Philip O. Alderson
Source: www.aamc.org/members/msmr/successfulchair/module2/resources.htm Click on ‘leadership programs’
Selected National Leadership Development Programs
Source: www.aamc.org/members/msmr/successfulchair/module2/leaderprograms/national.htm
The following list is a sampling of leadership development programs targeted at department chairs per se as well as other programs for leaders in medicine, higher education, and health care.
Please note: Except for its own courses, the AAMC has not assessed and does not endorse any of these programs.
COD Programs
SLU Contact: Dean Philip O. Alderson
Executive Development Seminar for Associate Deans and Department Chairs
Executive Development Seminars is managerial capacity through the exploration of management topics, theories and techniques under the guidance of an expert faculty. Most of the faculty have a long history with the programs and numerous years of “hands-on” experience in academic medical centers. The format provides time for both formal and informal interaction between participants and the faculty.
- Explore the issues shaping academic medical center governance, the challenges of leadership in these organizations, and the special dynamics of decision-making
- Explore new ways of thinking about organizational structures and processes in academic health care systems
- Review the development of third party payment systems and their current implications for academic medical centers, including the impact of current and proposed changes in federal hospital and physician reimbursement methods
- Examine key concepts in the management of faculty practice in an era of changing reimbursement for medical services
- Explore legal issues and the implications for decision-making in the academic medical center
- Examine the influence of personal management styles on team development, group effectiveness, and the management of scientists and professionals
- Provide a deeper appreciation for technical financial management
- Examine the principles of effective media relations
- Examine the principles of negotiating and to practice the skills and techniques using case studies based on academic medicine settings
- Examine the strategies for facilitating the implementation of planned change
Council of Deans Fellowship Program
SLU Contact: Dean Philip O. Alderson
1. www.aamc.org/meetings/start.htm Find search and type ‘council of deans fellowship program’.
2. www.aamc.org/meetings/start.htm Click on ‘meetings’ and also try clicking on ‘special issues and topics’
3. www.aamc.org/start.htm Click on ‘site map’. Click on ‘Council of Deans’ under Councils and Groups. Click on ‘future meetings’
Background: The Council of Deans Leadership Committee announced in January
Fellowship Program. The main goal of this program is the development of future leaders in academic medicine. The Fellowship program requires a part-time commitment during an academic year and encompasses
- The first, and most important, component is exposure to a "Dean Mentor." This exposure includes, at the least, two visits (week-long duration) to the medical school of the Dean Mentor. It is intended that during these visits the Fellow will gain an insight into the Dean's leadership and organizational style, and the workings of the Dean's office as a whole. It is important that the Dean Mentor be at a school other than the Fellow’s own institution.
- The second component is the Fellow's initiation and completion of a research project that addresses a question of national interest and concern to medical schools. Ideally, this research project will be undertaken in collaboration with the Dean-Mentor’s institution, and in consultation with appropriate staff members of the Association of American Medical Colleges.
- The third component is the introduction of the Fellow to the strategic goals and activities of the Council of Deans, specifically the COD Administrative Board and the COD Leadership Committee. This involves the participation of the Fellow in meetings of these groups, which take place at the COD spring meeting, at the AAMC annual meeting, and at regular intervals in Washington, DC.
Eligibility: The Fellowship is designed for senior faculty members, including department chairs and assistant and associate deans, who are interested in being considered for deanships in the near future. (Note: The program is not intended for candidates currently under active consideration for appointment to a deanship.)
ACE FELLOWS PROGRAM
SLU Contact: Dean Philip O. Alderson
Source: www.acenet.edu Scroll ACE Program to Fellows Program and click on GO. Down load the fellows brochure.
Few institutions think systematically about the development of their institutional leaders. Yet the skills and qualifications necessary for success as a professor or middle-level administrator are not the same as those required for success as a department chair, dean, or president. Most academics are thrust into leadership positions with little preparation and, short of years of on-the-job training, trial-and-error experience, and a few summer workshops and seminars, most are not adequately prepared for the demands and responsibilities of leadership positions in higher education. The ACE Fellows Program is a powerful solution. Because it condenses years of on-the-job experience and skills development into a single semester or year, and combines that experience with structured seminars and interactive learning opportunities, it is the most effective and comprehensive leadership development program in higher education today. Participation in the program requires strong commitments and sacrifices —on the part of the institutions that nominate and host Fellows and on the part of Fellows themselves. The colleges and universities that nominate Fellows must be willing to give up a talented member of their staff for up to a year. Presidents and other senior officers of the colleges and universities that host Fellows must be willing to give time and attention to mentoring and teaching a junior colleague. Fellows themselves must be willing to alter their professional and personal lives for an experience most call transforming. But the investment is repaid many times over for nominating institutions, host institutions, and Fellows alike. The nominating institution gains a seasoned leader who is ready for new responsibilities, with honed management skills and informed perspectives on critical issues and challenges. The host institution is rewarded with a colleague who brings energy, talent, and new ideas to important projects and challenges. Fellows benefit from a singular experience that often changes their lives and prepares them to rise to a new level of responsibility once they return to their home campuses. And all contribute to the future of higher education by expanding its reserve of experienced, well-qualified leaders. This publication outlines the benefits of participating in the Fellows Program —for you, your institution, and all of higher education. We think you will find that they justify the investment many times over.
MASTERS OF MEDICAL MANGEMENT
SLU Contact: Dean Philip O. Alderson
Source: A good starting point is to puruse the ACPE WEB site at www.acpe.org. Scroll quick find and click on Physician in Management seminar. Scroll to Educational Programs and click on Graduate Degree Programs in Medical Management or Business Administration.
ACPE's master's degrees in medical management, tailored specifically for working physicians needing the flexibility of Executive formats - completely online learning (MBA) or a blended format with on-campus and distance learning (MMM). The program is divided into two sections. Section I courses are offered by ACPE either online or in person. Choose from four of America's top universities for the Section II degree program that works best for you. Click on the Universities’ WEB sites for further information: Carnegie Mellon University, Tulane University, University of Southern California and University of Massachusetts Amherst.
SAINT LOUIS UNIVERSITY SCHOOL OF PUBLIC HEALTH
SLU Contact: Dean of the School of Public Health
Source: www.slu.edu Click on academics. Click on colleges and schools. Click on school of public health. Click on areas of study. Information can be found on Masters of Public Health, Masters of Health Administration and Doctoral (PhD) program in Public Health Studies.
SAINT LOUIS UNIVERSITY SCHOOL OF BUSINESS SLU Contact: Dean of the School of Business Source: www.slu.edu Click on academics. Click on colleges and schools. Click on school of business. Click on areas of study. Information can be found on Masters of Health and other programs.
COMMITTEE LEADERSHIP
SLU Contact: Dean Philip O. Alderson
DEVELOPMENTAL LEAVES; SPECIAL ASSIGNMENTS
SLU Contact: Dean Philip O. Alderson
Source: www.slu.edu/newspage.html. Click on Faculty Senate under Newslink Directory, University Links. Click on Faculty Manual manual and scroll.
III. Faculty
H. Rights of Faculty Members
Vacations and Leaves
(e) Developmental Leaves
Full-time untenured and non-tenure-track faculty members may be offered a developmental leave according to written guidelines and procedures established in advance by the appropriate [Dean] and [Faculty Assembly or equivalent group] of a college or school with the approval of the appropriate [Vice President] and the [Executive Vice President and Provost].
SABBATICALS
SLU Contact: Dean Philip O. Alderson SOURCE: www.slu.edu/newspage.html. Click on Faculty Senate under Newslink Directory, University Links. Click on Faculty Manual manual and scroll.
III. Faculty
H. Rights of Faculty Members
9. Vacations and Leaves
(d) Sabbatical Leaves
Full-time, tenured faculty members, including [department Chairpersons or comparable administrators], are eligible to apply for a sabbatical leave of one semester at full salary, one academic year at half salary, or the equivalent as defined in a University Faculty Development Plan recommended by the [Faculty Senate] and approved by the [Executive Vice President and Provost], so long as there has been at least six years of full-time service since their initial appointments or since they completed their last sabbatical leaves. The purpose of a sabbatical leave is professional development and renewal.
Eligibility does not imply an automatic right to, nor an automatic granting of, a sabbatical leave. Moreover, the possibility of a sabbatical leave does not accumulate if an application is not submitted by the faculty member when eligibility is attained.
Sabbatical leaves will be granted by the appropriate [Vice President] on the basis of a judgment that the leave is recommended by the appropriate [Dean] and by the appropriate committee of the college or school [Faculty Assembly or equivalent group], and that the leave proposal meets the specific standards established by the [Faculty Assembly or equivalent group] and the general norms given here:
1. Applications for sabbatical leaves must be submitted, at least ten months before the beginning of the semester in which the proposed leave will occur, to the appropriate committee of the college or school [Faculty Assembly or equivalent group].
2. Applications must contain a plan for the sabbatical leave that promises professional development and/or renewal. Examples of such plans include full-time study at another educational institution, full-time research on a clearly defined topic, and full-time writing to complete a project whose theme and outline are clearly given.
3. Applications must contain a statement from the [department Chairperson or comparable administrator] containing appropriate recommendations as to how the department can minimize the effects of the absence of the faculty member. In departments or schools structurally unable to adjust internally for the effects of the absence of the faculty member on teaching or other academic obligations, the University shall provide funding for a temporary replacement or other means of meeting those obligations, subject to the priority in scheduling and timing constraints set forth in [Sec. III.H.9(d)].
4. Priority in scheduling approved sabbatical leaves shall be made on the basis of seniority. Approved sabbaticals that cannot be funded within a particular year will be given priority in the following year.
5. A sabbatical leave may not be used merely to obtain additional salary. During the leave, no faculty member may receive compensation for teaching at another institution. However, faculty members may receive recompense from outside sources for moving expenses, for travel, and to replace the reduction of University salary that a two-semester sabbatical entails, provided the policies of the granting agency are followed.
6. The recipient of a sabbatical leave must submit a report of his or her activities, within one semester after return, to the appropriate committee of the college or school [Faculty Assembly or equivalent group]. This report shall serve as a record of benefits derived from the program. Failure to file such a report is grounds for denial of subsequent applications for a sabbatical leave by the recipient.
7. A faculty member who receives a sabbatical leave must agree to return to the University after completion of the leave, and to remain in service until the completion of one academic year.
RANK AND TENURE
SOURCE: www.slu.edu/newspage.html. Click on Faculty Senate under Newslink Directory, University Links. Click on Faculty Manual manual and scroll.
III. Faculty E. Advancement
3. Tenure-Track and Non-Tenure-Track Faculty
For applications for advancement by tenure-track and non-tenure-track faculty members, the recommendation of the college or school Rank and Tenure Committee, or comparable faculty committee, will be communicated by the committee to the applicant, who may request an explanation and/or written reasons for a negative recommendation. The applicant may decide to withdraw the application at that time. If the faculty member decides to continue the application, the recommendation of the committee will be forwarded to the appropriate [Dean], who will forward it to the [University Committee on Academic Rank and Tenure] along with all supporting materials, including his or her own, separate recommendation. For members of the [Graduate Faculty], the separate recommendation by the Graduate [Dean] will also be forwarded to the committee.
The [University Committee on Academic Rank and Tenure] will evaluate an application for advancement using the norms in [Sec. III.F] and the standards, relative weighting and interpretations described in [Sec. III.E.2]. The evaluation will be based primarily on the documents presented to the Committee. However, the Committee may solicit additional information that it deems necessary. The Committee will normally complete its consideration of applications for advancement by March 15.
The recommendation of the [University Committee on Academic Rank and Tenure] will be forwarded to the [Executive Vice President and Provost] along with all supporting materials and with a separate recommendation by the appropriate [Vice President]. The final decision rests with the [Executive Vice President and Provost], who will normally complete the consideration of applications for advancement by April 15. When the decision is adverse, the applicant may request an explanation or written reasons from the [Executive Vice President and Provost]. In responding to the request, the [Executive Vice President and Provost] may disclose the recommendations of the college or school Rank and Tenure Committee, the appropriate [Dean or Deans], the [University Committee on Academic Rank and Tenure], and the appropriate [Vice President].
GUIDELINES FOR ACADEMIC PROMOTION
Saint Louis University School of Medicine
Guidelines for Academic Promotions

8/4/94
Amended: 8/18/95
Amended: 2/27/96
Amended: 2/10/97

Mentoring: programs are being developed by departments
SLU Reinert Center for learning workshops for chairmen, division heads and faculty
Committee leadership
Specialty and subspecialty organizations/CME funds

SLU Contact: Division directors and department chairs
Sources: Individual websites are provided for speciality and subspecialty organizations
Speciality: www.acponline.org internal medicine
Subspeciality: www.idsociety.org infectious diseases

Faculty should belong to the speciality and/or subspeciality organization representing their profession. These organizations provide important benefits including professional development and research opportunities, education and information, and advocacy and representation. Specific examples of benefits include training and resources, practice guidelines, journals and publications, policy, and annual, meetings and opportunities for acquiring CME. Membership allows the professional to remain up to date in the advances of the speciality and opportunities to develop leadership roles.

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