APT Intellectual Statement Guidelines

 

Each Faculty dossier submitted for promotion and/or award of tenure should contain an intellectual development statement from the candidate, addressing critical areas of experience, contribution and accomplishment (e.g., Educational Background and Training, Activities, Teaching Contributions, Academic Achievements and Scholarship, Grant Support, local, national and international Leadership, etc., as appropriate). This statement should also include the candidate’s vision and goals for continuing professional development within the academic environment.

With regard to the summary of educational contributions, certain materials should be provided as part of the candidate’s intellectual development statement. [Additional materials are to be provided by the departmental Chair.] While appropriate summaries of teaching, mentoring and educational activities are expected from all regular rank Faculty, comprehensive summaries of such activities will be especially important for Faculty on Tenure Subtrack I (Clinician / Teacher) and for Faculty on the Clinical Track. Faculty involved primarily with research should include teaching and mentoring activities that occur within the context of ongoing research efforts (e.g., laboratory training and instruction). The text and table below are provided as a general guide for organizing relevant materials. They should be adapted to the particular activities of the individual Faculty member.

Materials prepared by the candidate in support of recommendations for promotion or tenure:
 

1.  Within the intellectual development statement, the candidate should address his/her accomplishments and plans as a teacher, mentor and educator. Elements to be included with regard to the educator role are:

  1. Personal goals and strategies for meeting them
  2. Approaches to and philosophy of teaching, learning, and mentoring
  3. Courses, programs, and curricular activities, both accomplished and envisioned
  4. Future directions

2.  Candidate’s self-report of educational activities and contributions, to include local as well as regional, national, or international contributions. This report should include

  1. Tabular summaries (recommended format attached) of educational activities (identifying learners, context, and type of educational activities), and
  2. Identification and detailed description of the educational contributions considered by the candidate to be her/his best efforts

Example Format

The table below includes an extended listing of activities to assist in identifying the broad range of teaching and educational activities contributed by our Faculty. Adapt it as appropriate to capture effectively your educational contributions to the academic mission of the Medical Center.
It is suggested that a separate table be used for each fiscal year (July 1 - June 30) to simplify presentation. Expand sections as needed. *Least three years of documentation required

 

Tabular Summary Of Teaching, Mentoring and Educational Activities. (C.V. may be referenced as appropriate) (Readable Version)
 
Activity Fiscal year
Clinical Teaching Include ward rounds, routine supervision of learners in clinical settings, preceptor activities.  Estimate number and type of learners as well as hours working with learners.
Lectures Number and audience (course names if applicable)
Seminars/Case Conferences Formal Seminars / Case Conferences that you present or direct.  Note the audience and number of seminars.
Laboratories Document supervision in laboratories, such as the surgery practical labs, pathology labs and physiology labs.
Mentoring Activities Names of those mentored; indicate formal vs. informal mentoring
Research Preceptorship Include preceptorships of medical students, residents/fellows, graduate students, postdoctoral fellows, and junior faculty
CME (within Duke) Include Grand Rounds, journal clubs, and all other formal CME activitiesat Duke in which you have participated as instructional faculty. Indicate audience and sponsor, and program name/dates.  
Course/Curriculum Development Note any major role in designing or revising an educational activity, such as medical school courses, resident seminars or CME programs
Materials Development Note any educational materials you developed, such as video or audio teaching tapes, or CD-ROM modules.
Educational Committees Include standing medical school, departmental and institutional committees which are primarily focused upon education, such as the Medical Center Continuing Medical Education Committee and the Medical School Curriculum Committee.
Invited Presentations (outside Duke) Include Grand Rounds and other educational activities outside Duke to which you contribute as instructional faculty
Other: (describe)