Investigator Track

(Approved by VUSM Executive Faculty 1/10/24)

Click Here to download PDF of Policy

*Hereafter, “professor” refers to the rank of tenured full professor and not assistant or associate.

The standards applicable for promotion to tenured professor on the Investigator Track shall be substantial and more completely developed than what would be expected for an associate professor. The expectation is that professors in the School of Medicine are regarded nationally or internationally as leading figures in their field. Time in rank is not sufficient justification for promotion to professor. Rather, promotion requires: 1) excellence in research, scholarship, innovation, or creative expression in one's discipline of sufficiently high quality to gain favorable recognition within one's discipline, optimally at the international level; 2) continued high level of effectiveness and/or leadership in teaching, mentoring, and training; 3) expanded involvement in the area of service. Promotion to professor will be justified by the totality of accomplishments, including those occurring before the last promotion. Vanderbilt expects the quality of achievement in research, scholarship, innovation, or creative expression, as well as in teaching and in service similar to that required for professors at other peer universities. The scholarship of a professor at Vanderbilt should bring honor and prestige to the institution.

Research, Scholarship, Innovation, or Creative Expression

1. The conduct of research of high quality or other evidence of scholarship or creative expression is a necessary requirement for advancement. Research and/or scholarship includes the discovery, development, and dissemination of new knowledge or understanding. Scholarly activity may also consist of innovative conceptualizations or theoretical advancements, as well as technological or methodological innovation and entrepreneurship. Scholarly activity may also consist of innovative conceptualizations or novel solutions to health care problems that receive national recognition. Candidates considered for promotion to professor have already achieved and show strong promise of continuing to achieve a high level of excellence in their contributions to their discipline. Contributions to team-based scholarship are considered highly meritorious and are valued. Types of activities that are generally recognized as demonstrative of an individual's stature in research or scholarship include:

1. 1. The sustained and amplified conduct of meritorious, independent, and original research and/or scholarship, since promotion to associate professor, which substantively advances knowledge in one or more areas of interest. Quality rather than quantity of publications is important. Vanderbilt recognizes the critical importance of collaboration ("team science") in research and scholarly activity. For multi-authored publications, the specific contributions of the candidate must be clearly described in the promotion dossier.
   2. The recognition by peers of the quality of research or scholarship as indicated by evidence of a sustained research program, including receipt of funding from competitively-awarded research grants. This evidence is necessary for promotion to professor on the Investigator Track.
   3. Recognition by the scientific community as evidenced by invitations to review grants/manuscripts, or to speak at major conferences, participation in state and national legislative and policy formulation, and receipt of awards and honors.

Teaching, Mentoring, and Training

2. Teaching, mentoring, and training have a central role within the University, and candidates for promotion to professor are required to have demonstrated a high level of effectiveness in these activities. These activities occur in lecture rooms, small discussion groups and seminars, and in the research laboratory. Trainees might include undergraduate and graduate students, postdoctoral trainees, medical students, residents, or other professionals. To meet promotion standards in teaching, candidates must demonstrate a high level of effectiveness and advocacy in various forms of teaching. Examples include:

1. 1. Evidence of effective teaching practices as demonstrated by learner, peer and supervisor evaluations.
   2. Ongoing advancement of mentees toward successful careers within or outside academia, as evidenced by their achievements and positions attained.
   3. Evidence of commitment to building diversity, equity, and inclusion in academic training venues and the workplace.
   4. Evidence of mentoring and advancement of early career faculty.
   5. Leadership roles such as directing a training program, serving as director of graduate studies, serving on admissions committees, or directing an undergraduate or graduate course.
   6. Induction into the Academy for Excellence in Education
   7. The receipt of individual awards and honors specifically recognizing teaching or mentoring skills.

Service

3. While promotion to associate professor may be achieved with service mostly within the institution, the level of service for professor should be more expansive and should reach outside the institution and into the scientific community of the relevant discipline. In addition, evidence of the development of leadership roles in multiple areas is typically expected. Examples of this include:

1. 1. Service as a permanent member of a federal agency review panel, membership on scientific and professional advisory committees, membership on committees within a national society, etc.
   2. Service activities that promote diversity, equity, and inclusion at the departmental, professional society, and community levels.
   3. Leadership in the scientific community, which may include chairing scientific or professional advisory committees, grant review panels, and commissions or task forces, or leadership roles within professional societies.
   4. Organizing or hosting scientific conferences.
   5. Senior editorial leadership roles such as serving as an associate editor or editor for leading journals.

Required Supporting documentation:

1. Standardized Form of the Curriculum Vitae

The Committee on Faculty Appointments and Promotions has developed a standard form of the curriculum vitae that must be used by faculty and departments in supporting recommendations for promotions and tenure. Use of the standard form will assure that all information needed by the committee is present and will expedite the review of recommendations.

2. Documentation of Teaching Effectiveness

It is required that the Educator Portfolio (See the Educator Portfolio within Faculty180) be used to specify the teaching activities of the candidate on the Investigator (tenure track).

3. Critical References

Candidates for promotion to Professor on the Investigator track must demonstrate sustained research accomplishments.  Five references to publications representing the candidate's most significant contributions since promotion to Associate Professor should be identified. If the candidate is not first or last author, the specific contribution of the candidate to the referenced work should be described. The Faculty Appointments and Promotion Committee developed the Critical Reference Form (PDF, MSWord or Faculty180) on which to provide this information.  If the candidate is not first or last author, the specific contribution of the candidate to the reference work should be described.  Copies of three of these key papers may be submitted as part of the candidate's dossier.

4. Letters of recommendation

Strong letters of recommendation from professors and/or leaders at peer institutions assessing the national and international stature of the candidate in the field. These professors must not have a prior relationship (e.g. mentor/mentee relationship, publications, and/or funding) with the candidate and must be able to provide an independent assessment of the dossier. The letter writer should include a statement as to their relationship or collaboration with the candidate.

(Approved by VUSM Executive Faculty 1/10/24)

Click Here to download PDF of Policy

Appointment or promotion to associate professor with tenure on the Investigator Track, requires: 1) excellence in research, scholarship, innovation, or creative expression in one's discipline; 2) a high level of effectiveness in teaching; 3) strong commitment in the area of service. The academic contributions of faculty promoted on this track must be disseminated in a scholarly manner as evidenced by speaking invitations and/or publication of journal articles, reviews, book chapters, or other appropriate media. Vanderbilt expects the quality of achievement in research, scholarship, innovation, or creative expression and in teaching to be equivalent to that required for tenure at major peer research universities.

Research, Scholarship, innovation, or Creative Expression

1. Research and/or scholarship includes the discovery, development, and dissemination of new knowledge or understanding. Scholarly activity may also consist of innovative conceptualizations, theoretical advancements, or technical and methodological innovation and entrepreneurship. Scholarly activity may also consist of innovative conceptualizations or novel solutions to health care problems that receive national recognition. Candidates considered suitable for promotion with tenure have already achieved, and show promise of continuing to achieve, a high level of excellence in their discipline, profession, or society of such high quality as to gain favorable recognition at the national level. Such recognition will be based mostly on the unique and creative nature of the candidate's independent contributions. Nationally recognized contributions to team science and collaborative endeavors are highly valued and can include distinct indispensable contributions to co-authored publications and multi-PI or program-type grants. Certain types of activities are recognized as supporting an individual's stature in research or scholarship. Examples of these activities include:

1. 1. Publication/dissemination of meritorious, independent, and original research and/or scholarship in a sustained fashion that makes a significant contribution to new knowledge. Quality rather than quantity of publications is important. Vanderbilt recognizes the critical importance of collaboration ("team science") in research and scholarly activity. For multi-authored publications, the specific contributions of the candidate must be clearly described in the promotion dossier.
   2. Recognition by peers of the quality of research or scholarship as indicated by the receipt of major competitively awarded research grant funding, projecting a sustained upward trajectory.
   3. External validation of broader (societal) significance of work through adoption by society of research products or innovations, such as development and licensing of intellectual property, including patents, copyrights, proprietary processes, and tangible property; conduct of industry, non-profit, and foundation-sponsored research; or creation and leadership of startup/spinoff organizations (for-profit and non-profit) founded on University intellectual property.
   4. Participation in scientific and professional advisory committees at the national and/or international levels, such as NIH study sections, National Research Council, national professional societies, national commissions and task forces, or industry boards.
   5. Recognition by the scientific community as evidenced by invitations to speak at universities and national conferences, participation in state and national legislative and policy formulation, and/or by receipt of early career-specific awards and honors.

Teaching, Mentoring, and Training

2. Teaching, mentoring, and training have a central role within the University, and all candidates for promotion are required to have participated in these activities. They can occur in lecture rooms, small discussion groups, and seminars, in the laboratory setting, and by mentoring other professionals on campus or in the broader community. To meet standards for this rank on this track, candidates must demonstrate a high level of effectiveness in teaching. Examples of these types of activities include:

1. 1. The attraction and training of medical students, graduate students, residents, and/or clinical and research postdoctoral fellows to support a sustained and effective research program.
   2. Advancement of mentees toward successful completion of their degrees and transition to further career-advancing training, commercial or governmental internships, or independent careers. This should include publications by the trainees and may include extramural funding of their stipends.
   3. Participation in mentor training activities and evidence of commitment to building diversity, equity, and inclusion in the classroom and/or laboratory.
   4. Evidence of effectiveness of teaching activities in the classroom and/or small group settings (e.g., peer and learner evaluations, letters of support from trainees).
   5. Participation on student Qualifying Examinations and Dissertation Committees and/or postdoctoral fellow mentoring committees.
   6. Induction into the Academy for Excellence in Education
   7. Development and planning of current and new courses, or new and effective approaches to teaching as exemplified by manuals, textbooks, audiovisual aids, curriculum development, and other special accomplishments.
   8. The receipt of individual awards and honors specifically recognizing teaching or mentoring skills.

Service

3. Vanderbilt expects its tenure-track faculty to make strong service contributions. These activities may include:

1. 1. Participation in departmental, school, and university committees.
   2. Service activities that promote health and wellness, mentorship, and/or diversity, equity, and inclusion at the departmental, professional society, and community levels.
   3. Service as ad hoc member of NIH or other study sections, membership on committees within regional and/or national societies, or relevant service to non-profits or commercial entities.
   4. Participation in organization and execution of regional and/or national scientific conferences.
   5. Regular reviewing or editorial activities for leading scientific journals.

Required Supporting documentation:

1. Standardized Form of the Curriculum Vitae

The Committee on Faculty Appointments and Promotions has developed a standard form of the curriculum vitae that must be used by faculty and departments in supporting recommendations for promotions and tenure. Use of the standard form will assure that all information needed by the committee is present and will expedite the review of recommendations.

2. Documentation of Teaching Effectiveness

It is required that the Educator Portfolio (See the Educator Portfolio within Faculty180) be used to specify the teaching activities of the candidate on the Investigator Track (tenure track).

3. Critical References

Candidates for promotion to Associate Professor on the Investigator track must demonstrate research accomplishments.  Five references to publications representing the candidate's most significant contributions should be identified. The Faculty Appointments and Promotion Committee developed the Critical Reference Form (PDF, MSWord or Faculty180) on which to provide this information. If the candidate is not first or last author, the specific contribution of the candidate to the referenced work should be described. Copies of three of these key papers must be submitted as part of the candidate's dossier.

4. Letters of recommendation

Strong letters of recommendation from professors and leaders at Vanderbilt’s peer institutions assessing the national stature of the candidate in the field and indicating candidate’s likelihood for promotion to the same or comparable rank in their own institution. These professors must not have a prior relationship (e.g. mentor/mentee relationship, publications, and/or funding) with the candidate and must be able to provide an independent assessment of the dossier.

Appointment or promotion to the rank of Associate Professor on the Investigator track will in most instances be accompanied by the awarding of tenure. There are instances, however, in which faculty members have established a national reputation based on significant, original, and creative contributions to their discipline, but have not yet established a pattern of program development that gives assurance that continuing and sustainable resources will be available to support their future scholarly activities. Under such circumstances, faculty members may be recommended for appointment or promotion to the rank of associate professor, with the recommendation and decision on tenure deferred until the needed evidence for continuing and sustainable resources is available. Such an action does not influence the application of the stated tenure probationary period.

(Approved by VUSM Executive Faculty 1/10/24)

Click Here to download PDF of Policy

For those appointed to the Investigator (tenure) track at the rank of Assistant Professor

1. Three years prior to the end of the tenure probationary period, each tenure track faculty member’s progress towards tenure must be evaluated formally by his or her primary department (in consultation with a Center Director when appropriate).  One of three courses of action will ordinarily be proposed after this review:

1. 1. By reappointing the faculty member, the Chair indicates that the faculty member will remain on the Investigator (tenure) track and that the department and candidate acknowledge the mutual expectation that the candidate will be proposed for promotion to tenure within the assigned tenure probationary period;
   2. The Chair and faculty member may request transfer from the Investigator (tenure) track to another faculty track; or
   3. In rare cases where a decision cannot be made three years prior to the end of the tenure probationary period, the Chair may request in writing a one-year postponement of the decision.  Any such written request must contain a detailed explanation of the reasoning for the requested postponement.  Requests for postponement will be reviewed and approved or denied by the Dean or Dean’s delegate.  Choice of this option will not alter the length of the tenure probationary period.

2. Any proposal for transfer off the Investigator (tenure) track, be it three years prior to the end of the probationary period (option 1b, above) or earlier, must be supported by evidence of the evolution of the faculty member’s career focus and delineation of the amended portfolio of his/her professional effort moving forward.

3. These track transfer guidelines will apply to all VUSM faculty appointed as or promoted to Assistant Professor on the Investigator (tenure) track.  All reappointments to term appointments on the Investigator (tenure) track will be proposed as indicated under the Faculty Manual (Part II, Chapter 2, Section E):

“Tenure track faculty members should be recommended for reappointment only if their performance provides a reasonable basis on which to project continued progress that could ultimately enable them to qualify for tenure.  The evidence needed becomes more weighty with continued time in rank.  Some degree of evidence is needed at each renewal period.”

4. The Executive Committee of the Executive Faculty (ECEF) will review chairs’ proposals for transfer off of the Investigator (tenure) track.  If the request for track transfer is denied by the ECEF and this denial is accepted by the Dean, the faculty member will remain on the Investigator (tenure) track until the chair nominates him or her for promotion and tenure or until the tenure probationary period expires, after which separation from the University normally occurs.

For those appointed to the Investigator (tenure) track at the rank of Associate Professor

Some faculty are recruited to VUSM at a career stage and level of accomplishment such that they meet the criteria for appointment as Associate Professor but do not yet meet the criteria for the awarding of tenure at Vanderbilt University.  These faculty are typically granted two- or three-year tenure probationary periods, shortening the length of time over which their suitability for tenure can be evaluated.  In these cases, faculty will only be appointed or renewed for one-year terms.  Additionally, the policy described above will be amended in cases of shortened probationary periods such that a Chair’s decision to transfer a faculty member off of the Investigator (tenure) track must be proposed by the end of the first one-year term.  These proposals also will be reviewed by the ECEF.  Again, if the request for track transfer is denied by the ECEF and that denial is accepted by the Dean, the faculty member will remain on the Investigator (tenure) track until the chair nominates him or her for tenure or until the probationary period expires, after which separation from the University normally occurs.