While attending a recent meeting of nursing faculty leaders from across the country, a small group of us from research-intensive schools met informally to compare notes. One of the topics was protected time for junior faculty on the tenure track: how much to provide and for how long to new assistant professors, and senior faculty’s expectations about how to accommodate such time.
There was no single shared vision across schools, but for me it is impossible to discuss this idea of protected time without looking at its role in an entire career arc.
For tenure-track junior faculty in research-intensive universities, progression through the academic ranks typically demands active research that advances knowledge, excellence in teaching and advising, and service to the academic institution, the profession and the community. Institutions vary in the proportion of effort devoted to each part of the academic mission, as well as the metric for productivity within each part, but many provide protected research time for the first year. The assumption is that new faculty members need time to become oriented to the culture of the institution and academia, write manuscripts that provide a foundation for a program of research and prepare and submit grant proposals that will fund work that advances knowledge.
The ideal is to recruit new faculty members who are already building on their dissertation and postdoctoral research topic to establish themselves as credible candidates to steward funding that produces new knowledge. Yet even for an ideal new faculty member, solid funding for research typically takes at least one and often two or three years to arrive, so providing time – and mentoring – to get proposals started is essential.
Doctoral programs prepare students in scholarship, but in many cases, doctoral work is a more solitary experience. Successful science involves collaborations across disciplines, so protected time does not mean isolated time. New faculty need to learn how to complete academic work in a more complex setting, one with a longer list of expectations and shorter deadlines. In this context, mentors are crucial resources who encourage, guide and connect new faculty members to people and programs that stimulate energy, creativity and productivity.
Protected time also implies a responsibility to the institution beyond one’s own research track – a time to learn to teach with an experienced professor and become engaged in the academic community. Senior faculty mentor on how to manage all of these challenges to succeed in the academic community.
The end of this initial period and promotion to associate professor is often an enormous relief. Yet unless the protected time and mentoring have been employed wisely, this next phase can also come as a shock. The workload in research, teaching and service actually increases. The metric for promotion to full professor is not only productivity in each area, but also evidence of leadership that includes mentoring new faculty, taking on more students and serving on committees that plan the future of the school.
Full professorship comes with even more responsibility. The expectation is to become a role model and transmitter for the culture of academia at one’s institution.
While this discussion is about faculty in the tenure track, the needs are the same for the clinical faculty – growing junior faculty to become the leaders for tomorrow.
We need to carefully manage our investment of protected research time and mentoring for new faculty. This is not solely a period for them to write and submit manuscripts and grants. It is also a support system that enables these talented individuals to grow into full citizens and leaders in the academic community – ones who attract high-caliber colleagues, bright students and the resources needed to tackle the questions that will lead to improved science.