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NEW FACULTY CAREER ADVISING AND MENTORING WORKSHOP Department of Medicine

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NEW FACULTY CAREER ADVISING AND MENTORING WORKSHOP Department of Medicine D. Montgomery Bissell, M.D. Talmadge E. King, Jr., M.D. Jenny Schreiber – PowerPoint PPT presentation

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Title: NEW FACULTY CAREER ADVISING AND MENTORING WORKSHOP Department of Medicine


1
NEW FACULTY CAREER ADVISING AND MENTORING
WORKSHOP Department of Medicine
D. Montgomery Bissell, M.D. Talmadge E. King,
Jr., M.D. Jenny Schreiber Hal F. Yee Jr., M.D.,
PhD Joseph Wilson
February 25, 2008
2
AGENDA FOR NEW FACULTY WORKSHOP
  • Welcome Introductions
  • Overview and Goals of Workshop
  • Expectations and Economics (king)
  • Compensation and the Compensation Plan
    (Schreiber)
  • Academic Appointment and the Promotion Process
    (King)
  • Advancement Criteria and Process (King)
  • Mentoring and Career Development in the
    Department of Medicine (Yee)
  • Developing Your Career in the Department of
    Medicine (Bissell)
  • Research and Funding Opportunities (Wilson)
  • Evaluation of Workshop and Closing (Schreiber)

3
Department of Medicine Expectations and
Economics
1
Talmadge E. King, Jr., MD
4
Department of Medicine Facultyas of October 15,
2007
Total
Adjunct
Clinical
Clin X
In-Res
FTE Ladder
209
22
36
38
66
47
Professor
111
19
41
29
24
0
Associate
183
72
85
0
23
1
Assistant
31
3
28
0
0
0
Instructor
534
116
190
67
113
48
Total
Includes all compensation plan faculty, faculty
at VAMC and Gladstone, and faculty in ORU's who
have Medicine as their primary academic
affiliation does not include Fresno faculty or
MSP physicians
Includes all faculty with FTEs in Medicine or
with primary appointments in Medicine or on the
Medical Service even if their FTE is in whole or
in part elsewhere (e.g. an ORU, Dean's office,
etc.) Total FTEs actually assigned to Medicine
are 46.
5
Every Real Decision Degenerates Into Work.
Drucker
  • WORK is what faces all of academic medicine.
  • What is worse is that the WORK is not simply
    teaching, research, and taking care of patients,
    it is convincing others that those activities
    have great value to society and that they are
    being done excellently.
  • Achieving "excellence" requires that others,
    preferably peers, hold or adopt the perception
    that our department is of great stature.

Lewis
6
Achieving Excellence How do we make it happen?
  • Outstanding and innovative clinical care
  • Pushing new technology which adds diagnostic or
    therapeutic value for the patient
  • Peer review publications
  • Presentations at professional meetings
  • Election to national Academic societies (ASCI,
    AAP, IOM)
  • Not succumbing to complacency or arrogance.

Lewis
7
What to expect from your Division Chief or Chair?
8
A Supportive Environment
  • Advocacy for opportunities
  • Protection from distractions
  • Bait and a fishing license (but not a bucket
    full of fish)

9
What Your Chair Expects of You?
  • Help make the department (school, university,
    hospital) better!
  • Role model behavior
  • Add value
  • Build a portfolio of skills and accomplishments
  • Quality performance of your raison detre
  • Appropriate breadth of excellence
  • Generosity mentoring, leadership, volunteerism
  • Become self-supporting, then a tax-payer

DOM FACULTY ORIENTATION
10
Academic Economics 101a Cold, hard facts!
  • Money is an object, it does matter
  • All money is soft -- the "hardest" money
    patient care revenues
  • Money and space, mainly the lack thereof, occupy
    inordinate amounts of a chair's time and mental
    energy

Simone 1999
11
Academic Economics 101a Cold, hard facts!
  • Chair CEO of multimillion dollar business
  • Mission and goals mandated (at least in the broad
    sense) by others
  • Faculty, trainees, and staff look to Chair for
    vision, leadership, professional advancement, and
    economic security.
  • Increasing competition in every direction
  • Immensely complex financial support structure

Simone 1999
12
Academic Economics 101aHow Departments and
Divisions are Funded?
Grants/contracts Clinical revenue Hospital
support School of Medicine (it's only a very
small but important part of our dollars and it's
all of our space!) Fed/State/County
support Philanthropy
SGIM 2003-5
13
Academic Economics 101b
  • Taxpayers
  • All of us!
  • Hired Workers
  • To perform a needed task
  • Loss-leaders
  • Recruit rainmaker
  • Support Junior faculty

SGIM 2002-6
14
Academic Economics 101cWhat Divisions/Department
s Need?
15
Definition of Key Roles and Success
  • All faculty should understand the relevant
    track(s) and any realistic options to change
    career focus

16
(Unfortunate) reality
  • No free lunch
  • Whatever you dont support financially must be
    funded by someone elses dollars
  • If its worthwhile, someone should pay for it.
    If no one will, is it?

17
(Unfortunate) reality
  • Institutions Dont Love You Back -- the
    relationship between any employee and the
    institution is impersonal and contractual,
    whether written or not.
  • Institutional leaders must make decisions that
    are not personal but usually have positive or
    negative personal consequences.
  • One cannot expect the same consideration as one
    may receive in a family -- special consideration
    is not given because of loyalty, longevity, or
    past productivity.

18
Common Pitfalls/Mistakes for Junior Faculty
  • Failure to Focus
  • Failure to Focus
  • Failure to Focus

DOM FACULTY ORIENTATION
19
Common Pitfalls/Mistakes for Junior Faculty
  • Failure to Publish
  • Failure to Publish
  • Failure to Publish

DOM FACULTY ORIENTATION
20
Academic Medicine Is a Noble Calling.
  • If taken with
  • a sharp eye for reality,
  • a dash of iconoclasm, and
  • a ready sense of humor.
  • These jobs are difficult and not rewarding 24/7
  • However, we have the privilege of working in a
    profession that helps the sick and dying while we
    are engaged in intellectual inquiry.
  • Our profession is still highly respected by
    society, and we are paid quite well for doing
    something most of us love to do.

Simone 1999
21
Department of Medicine Compensation
2
Jenny Schreiber
22
Compensation   The ABCs of Compensation X, Y,
Z
23
Total Compensation
  • Total Salary X (Base Salary) Y (Additional
    Compensation)
  •  
  • Total Income Total Salary Z (Incentive/Bonus)

24
X Base Salary
  • Associated with rank/step (not series)
  • Driven by Health Science Compensation Plan salary
    scales
  • Represents minimum salary rate
  • Covered by the UC Retirement Plan
  • Most Department of Medicine Faculty are on scale
    3 of HSCP salary
  • Example X for Assistant Professor step 1 is
    currently 80,200/year

25
Y Additional Compensation
  • Will be negotiated with the department chair and
    division or service chief annually
  • Based upon several factors such as
  • quality, scope, and volume of a faculty members
    teaching, research, clinical and administrative
    activities
  • availability of a reliable revenue stream for
    salary support
  • Not covered compensation for the UC Retirement
    Plan
  • Midyear renegotiation of the Y rarely
    permitted requires Deans approval

26
Z Incentive/Bonus
  • Not covered compensation for the UC Retirement
    Plan
  • Department Incentive
  • Administrative Incentive

27
Total Compensation
  • Total Salary X (Base Salary) Y (Additional
    Compensation)
  •  
  • Total Income Total Salary Z (Incentive/Bonus)

28
What Causes Changes to Total Salary?
  • Changes to X
  • May or may not change total salary rate
  • Examples
  • Cost of Living Adjustments (COLAs)
  • Advancement
  • Changes to Y
  • Will affect total salary rate
  • Example
  • Annual Renegotiation of Salary can be a positive
    or negative change based on balance sheet

29
The Compensation Plan
30
  • Health Sciences Compensation Plan (HSCP)
  •  
  • Mandated by the UC Office of the President
    (UCOP) for Health Sciences Campuses
  • UCOP provides basic framework School and
    Department provide details
  •  Represents an agreement between the
    University/Department and the faculty
    member
  • outlines the Departments expectations of the
    faculty member and the Departments commitment
    to the faculty member

31
Four Key Areas of the HSCP
  • Membership
  • Benefits
  • Compensation
  • Grievance Procedures

32
  • Benefits Outlined in HSCP
  •  
  • Maternity/Paternity Leave
  • Sabbatical/Professional Development Leave
  • Extended Illness/Disability Leave
  • Appendix Specific Departmental
  • Commitment by Academic Series

33
  • HSCP - Outside Professional Activities
  •  
  • Income from occasional service
  • certain types of income can be retained by
    faculty members
  • certain types of income must be deposited to the
    Plan
  • Must be in good standing

34
Academic Appointment and the Promotion Process at
UCSF
3
Talmadge E. King, Jr.,MD
35
Three Components of Academic Appointment
  • Series
  • Rank
  • Step

36
Academic Series at UCSF
  • Academic Senate
  • Ladder (Tenure Track)
  • In Residence
  • Clinical (X)
  • Non Senate
  • Clinical
  • Adjunct

37
Academic Rank and Step at UCSF
  • Three faculty ranks
  • Assistant
  • Associate
  • Professor (Professor, Step VI)
  • Each rank is sub-divided into steps
  • Assistant and Associateeach step 2 years
  • Professoreach step 3 years

38
Academic Rank and Step at UCSF
  • Advancement from step to step within a rank
    merit
  • Advancement from rank to rank promotion
    (requires full packet)
  • Professor step 5 to step 6 is special merit
  • (requires full packet)

39
Academic Senate Membership Purpose, Privileges
and Penalties
  • Dual review
  • Administration and peer (Academic Senate Faculty)
  • Membership on Academic Senate committees
  • Academic Planning and Budget (APB)
  • Privilege and Tenure (PT)
  • Committee on Academic Personnel (CAP)
  • Opportunity to vote on policies and actions

40
UC Promotions Process
  • Department/ORU
  • Promotions Committee (Peer)
  • Chairs Letter of Support (Administration)
  • Faculty Consent/Vote (Peer)
  • Deans Office (Administration)
  • Committee on Academic Personnel (Peer)
  • Ad Hoc Committee (Peer)
  • Committee on Academic Personnel (Peer)
  • Vice Chancellor (Administration)

41
Characteristics of UCSF Faculty Series
  • Ladder In Res Clin X Clinical Adjunct
  • Teaching Essential Essential Essential Essential T
    BD
  • Research/ Essential Essential Essential Important
  • Creative
  • Prof Essential Essential Essential Essential
  • Competence
  • Univ/Publ Essential Essential Essential Important
  • Service
  • Appraisal Yes Yes Yes Optional Optional
  • Limitation 8 years 8 years 8 years None None
  • at Asst at Asst at Asst
  • Leave Sabbatical (Prof Dev) (Prof Dev) No No

42
Characteristics of Faculty SeriesDepartment of
Medicine The True Story
Ladder In Res Clin X Clinical
Adjunct
Must be Must be Must be
Must be Modest good
good excellent
good
Teaching
Research/ Creative

Critical Critical Creative
Helpful
Essential work essential
Must be Must be Must be
Essential As
appropriate good good
good (doctors doctor)
for PhD
Prof Competence
Univ/Publ Service
Yes Yes Yes
Yes Modest
Appraisal
Yes Yes NA
Optional Optional
8 years 8 years NA
None None at
Asst at Asst
Limitation
Leave
Sabbatical Prof Dev Prof Dev
No No
Note DOM average is well above school-wide
average Above Assistant Level
43
Eight-year Rule
  • 8 years limit at Assistant level in Academic
    Senate series at UCSF
  • applies over breaks in service
  • no clock for Assistant Adjunct Professor or
    Assistant Clinical Professor at UCSF
  • Parental leave does not count toward the 8 yrs,
    and stops the clock
  • may take time off the tenure clock up to one
    year/child, to total of two years

44
The DOM Uses Only 3/5 Faculty Series at the
Assistant Level
  • MDs in the Adjunct series should prepare for
    change in series to In-Residence, prior to
    promotion to the Associate level
  • Faculty in the Clinical series may aspire to
    change in series to Clinical X, at the time of
    their promotion to the Associate level

45
Change in Series (C-I-S)
  • All C-I-S require review by the Academic Senate
    Committee on Academic Personnel (CAP)
  • C-I-S into Ladder or In-Residence require
    national search

46
DOM Guidelines for C-I-S to Clinical X
  • Scholarship and Creative Work
  • education
  • clinical programs
  • research
  • Dissemination
  • publications
  • presentations
  • work adopted elsewhere

47
The Educators PortfolioCategories of
Educational Activity
  • Direct Teaching
  • Program Design and Curricular Innovation
  • Educational Administration and Leadership
  • Educational Research
  • Advising and Mentoring
  • http//medschool.ucsf.edu/academy/application/inde
    x.aspx

48
DOM Guidelines for C-I-S to In Residence
  • Scholarship and Creative Work
  • research
  • Dissemination
  • Peer-reviewed publications
  • Extramural support (R01 or similar grant)

49
Accelerated Promotion
  • Rarely granted in DOM
  • Requires outstanding achievement (usually with
    national or international recognition)

50
DOM Advancement Criteria Process
4

Talmadge E. King, Jr., MD
51
Mentoring and Guidance in the Department of
Medicine
  • New Faculty Orientation, Year 1
  • Annual Career Review with Division Chief
  • Faculty workshop in Year 3
  • Appraisal or Voluntary Assessment during Year 4
  • Faculty workshop during Year 5

52
Sequence of Evaluations and Outcomes for
Assistant Professors
Series
4 years
6-7 years
on time promotion Clinical X
Career Assessment per DOM
Clinical
on time promotion Clinical
other
Adjunct MD
Career Assessment per DOM
other
In-Residence via a successful search
In-Residence
immediate promotion
Formal appraisal per APM
on time promotion
other
53
UCSF Promotions Process
Academic Vice Chancellor
Committee on Academic Personnel CAP
Ad hoc
Ad hoc
Academic Dean S/Medicine
DOM Executive Promotion Com
Your Promo Packet Starts here
DOM Promo Subcom
DOM Promo Subcom
DOM Promo Subcom
54
UCSF Academic AffairsCriteria Used for
Evaluation of Faculty
  • Criteria
  • research and other creative activities
  • professional competence
  • university and public service
  • teaching
  • Weighting of Criteria
  • series-dependent
  • department-defined

55
Career Appraisal (Assistant Level)
  • A practice or prognostic promotion review
  • done in year 4 or first year of step 3 at
    Assistant rank
  • Preparation of a complete promotion packet
  • external references
  • Reviewed by all entities
  • DOM promotion committee, chair, Vice Dean for
    Academic Affairs, CAP, ad hoc committee, and then
    Vice Chancellor

56
Voluntary Career Assessment(Assistant Level)
  • Appraisal-like, mid-assistant level evaluation of
    potential or promise
  • Offered as a service to faculty members in the
    Clinical and Adjunct series
  • Timing and process are slightly different from
    appraisal
  • no outside letters required
  • no CAP review

57
Appraisal and Assessment Workshops(Assistant
Level)
  • New faculty orientation overview
  • Two future appraisal/assessment workshops
  • early in 3rd year (4-5 months before formal
    appraisal or voluntary assessment materials are
    requested)
  • early in the 5th year (before materials for
    promotion to Associate are requested)

58
Timeline for DOM Advancement Packet
  • Process begins more than a year in advance of the
    proposed effective date
  • Prior to notifying faculty of their eligibility
  • List of all eligible faculty reviewed by DOM
    Executive Committee
  • DOM Division Chiefs are polled for nominations
    for accelerated actions

59
DOM Promotion Packet
  • Standardized Curriculum Vitae
  • Letters of reference
  • Communicates your achievements effectively
  • research
  • mentoring
  • teaching
  • public service
  • professional competence

60
Evaluating Research Productivity
  • Impact
  • Original Peer Reviewed Publications/Dissemination
  • Other Refereed Dissemination
  • Research support
  • NIH, VA, national peer-reviewed grants
  • Thematic Focus or Progression

61
Documenting Faculty Independence
  • Authorship
  • first author
  • senior author
  • co-investigator responsibilities
  • Principal Investigator
  • competitive research award
  • Letters of Evaluation

62
Assessment of Teaching
  • Teaching activities
  • Teaching evaluations
  • Mentoring activities

63
Professional Competence
  • Professional Qualifications
  • Invited Publications
  • chapters
  • reviews, symposium reports
  • Invited Presentations
  • Editorial Services
  • Grant Application Reviewer (NIH, NSF, Other)
  • Honors and Awards
  • fellowships
  • honorary degrees

64
University and Public Service
  • Administration
  • departmental committees
  • interdepartmental activities
  • search committees
  • University Service
  • UCSF, SOM participation
  • academic senate committees
  • system-wide activities
  • Professional Service
  • editorial board
  • professional society leadership
  • Community, Public Service

65
Reference Letters
  • Need both internal external references
  • keep a list of potential people for references
    from meetings, projects, clinical interactions
  • Additional letters may be requested by Chair or
    Vice-Chair
  • Letters ask how you compare to others in the
    field would you be promoted there

66
Hospital Re-Appointment Packets
  • Need to document CME credits
  • 100 hours of Category I credit in 4 years
  • Requirements are in your resource book
  • Keep a running account of credits
  • Many different ways to earn Cat. I credit
  • formal hours (e.g., meetings, Grand Rounds, board
    certification, self study)
  • other educational activities (publishing papers,
    presentations, MPH-25 hrs)

67
Mentoring and Career Development
5
Hal F. Yee Jr., MD, PhD
68
Developing a Mentoring Relationship
  • Suggestions for finding a mentor
  • Responsibilities of a mentor
  • Mentees have responsibilities, too
  • Getting the most from your mentor

69
Definition of a Mentor
American Heritage Dictionary -
70
Definition of a Mentor
  • Often a more senior faculty member, but sometimes
    a peer or staff member with greater experience or
    expertise.
  • Someone who wants you to succeed.

71
Role Model
  • A role model is influential from a distance
  • Someone you admire and emulate
  • Someone who has no commitment to the advancement
    of your career

72
Characteristics of a Mentor
  • Identifies obstacles to mentees career success
    and facilitates their removal
  • Educates about formal informal rules and
    expectations for faculty development
  • Promotes career of the mentee within and outside
    of the institution
  • Introduces mentee to important senior faculty

73
Characteristics of a Mentor
  • Has time, is altruistic and not threatened
  • Is objective, insightful, and enthusiastic
  • Is approachable and capable of empathy, caring
  • Is respectful of diversity and differences
  • Will maintain confidentiality of conversations

74
Selecting Mentors
  • Identify faculty whom you respect
  • Target different mentors for specific aspects of
    your career
  • Choose at least one mentor from your field and
    within your division

75
Multiple Mentors
  • Will provide different viewpoints
  • Reflect different strengths and expertise
  • Allow sharing of mentoring load
  • No single mentor can cover everything

76
Finding Mentors
  • Take initiative, mentors may not find you
  • Identify faculty who best meet mentor criteria
  • Gradually build a mentoring relationship
  • keep in mind your responsibilities as mentee
  • continually assess how relationship is working
    for both

77
Finding Mentors
  • Mentoring is a reciprocal relationship
  • Ask for specific assistance, for example advice
    on a decision, review of a paper or grant, or a
    referral to an expert
  • Be open to giving specific assistance, for
    example help with a retreat/meeting,
    collaboration on a project, or take
    responsibility for a small program

78
Responsibilities of a Mentee
  • Be responsive to mentors discussions / advice
  • Play an active role in the mentoring process
  • Develop a self-awareness
  • professional/personal
  • Develop a network beyond mentor
  • Maintain confidentiality of conversations

79
Responsibilities of a Mentee
  • Be prepared with specific questions
  • Dont overly use any one mentor
  • Keep mentors apprised of outcomes
  • Be grateful, always write thank-you notes!

80
Developing Your Career in the Department of
Medicine
6
D. Montgomery Bissell, M.D.
81
Career Development
  • Know advancement criteria, timeline
  • Make others aware of achievements
  • Committees
  • be judicious in choosing
  • save admissions, human research committees until
    Associate Professor
  • when appropriate, just say no
  • Always remain focused on your goals and build on
    your strengths

82
Career Development
  • Develop a unique creative focus
  • attempt to match program development interests
    with institutional needs and priorities
  • Be judicious about chapters
  • leverage chapters (e.g., develop mentor)
  • once early in career to review new field
  • Visibility at meetings is valuable
  • but abstracts can be very time-consuming
  • must convert abstracts to peer-reviewed
    publications

83
Career Development
  • Attend workshops when possible
  • view this as part of your education
  • PASS series is extremely valuable
  • tenure and promotion workshop
  • effective and dynamic oral presentations for
    scientists
  • writing and publishing research papers
  • job search strategies
  • Seek other mentoring programs (CFAR)

84
Career Development
  • Continually identify mentors
  • Always keep an updated C.V.
  • Network with colleagues here and at other
    institutions
  • Meet with your Division Chief annually
  • Practice self-appraisal frequently

85
Career Development Time Management
  • Handle each piece of paper once
  • Use lists (useful only if completed!)
  • Consolidate activities into blocks
  • clinical vs research vs administrative

86
Career Development Time Management
  • Batch phone calls into one period
  • Email or voicemail when possible
  • Batch routine paperwork in periods of low
    productivity

87
Succeeding in Academia
  • Develop mentoring relationships
  • Practice effective time management
  • Develop your own niche
  • Establish your research program
  • obtain research funding
  • establish independence
  • Publish your research findings

88
Career Development
  • Multiple elements contribute to a successful
    career
  • excellent organizational skills
  • perseverance despite obstacles
  • ability to work the system
  • plain luck (but dont count on it)
  • Most of these become apparent early in ones
    career

89
Research and Funding Opportunities
7

Joseph Wilson
90
DOMs Central Research Administration Unit
  • Staff Director (Suzanne Sutton), Assistant
    Director (Joseph Wilson)
  • Mission Statement To provide an infrastructure,
    superior teamwork and excellent services that
    will assist faculty and research administration
    analysts to maximize grant funding.
  • Review all sponsored research documents prior to
    submission to Chair for signature Coordinate and
    provide RSA training Responsible for Compliance
    interpreting external and internal Policies and
    Procedures.
  • Binder
  • RSA Contact List
  • DOM Faculty Orientation and Training Link

91
Introduction Sponsored Research
  • Externally funded (extramural) grants and
    contracts come to UCSF from many sources,
    including federal agencies, the State of
    California, municipal and county agencies,
    non-profit foundations, and corporations.
  • Employees who receive salary from UCSF or who use
    University resources or facilities must submit
    their proposals for externally funded grants and
    contracts via the Office of Sponsored Research.
  • Intramural grants (within UCSF only) are
    submitted directly to the internal funding source
    after departmental review (e.g. Academic Senate,
    Research Evaluation and Allocation Committee
    (REAC) grants, to name a few.

92
Research Services Analysts (RSA)
  • RSA Responsibilities
  • Identification of research funding opportunities
  • Assistance in the preparation and submission of
    research applications
  • Review and monitoring of policy compliance issues
  • Award set-up
  • Pro-active financial management of all sponsored
    projects
  • Management of project close-out and correct
    submission of final Financial Status Reports
    (FSRs) to agencies
  • Binder
  • DOM PI Guide to Contracts Grants Basics
  • New Investigators A Quick Guide to Starting Your
    Research at UCSF

93
Pre-Award
  • Research Services Analyst (RSA) Know your RSA.
    As soon as you think you want to submit a
    proposal for funding, contact your RSA so the
    proposal can be calendared.
  • Proposal Timeline - your RSA will provide a
    timeline. Start as early as you can.
  • A R01 proposed for the Feb. 5 NIH due date should
    begin its internal review and signature process
    by January 18 in order to be submitted on time.
  • C G must have a proposal at least 4 working
    days in advance of an agency due date in order to
    guarantee on-time submission

94
Pre-Award continued
  • Institutional Signature - PI cannot and should
    not sign for the institution.
  • A PIs signature on sponsored research documents
    must be accompanied by an institutional
    signature.
  • All grants, contracts, subcontracts, etc. are
    awarded to the University of California as an
    entity.
  • A Principal Investigator is responsible for all
    aspects of an awards management scientific,
    administrative, and fiscal.
  • Animal and Human Subjects Approval the approval
    for research on animals and/or humans need not be
    in place when submitting an application for
    funding.
  • JIT is noted for just-in-time on the application.
    You should note the date for funding decisions
    and submit your CHR/CAR applications accordingly.
  • If you dont have an approval in place at the
    time of award acceptance and the start of your
    research will be delayed.

95
Pre-Award continued
  • Binder
  • Sample Proposal timeline for submission of NIH
    R01 on February 5, 2008
  • DOM Requirements for submitting a Research
    Proposal
  • DOM Funding Opportunities Link
  • SOM Funding Opportunities Link
  • C G Funding Opportunities Link
  • Upcoming Award Application Deadlines
  • C G A Quick Guide to Preparing Contract and
    Grant Proposals

96
Post-award
  • Budget Status Reports (BSRs)
  • Prepared monthly or bi-monthly by your RSA. If
    you dont receive them regularly, request them.
  • Includes the set up of the Fund No. in the
    accounting system, placing academics and staff on
    payroll, setting up SpeedChart Nos. for
    non-payroll expenses, projection of payroll and
    research supplies, recharges, and travel.
  • Progress Reports Financial Status Reports (FSR)
  • Completed on a yearly or multi-year basis,
    depending on the award.

97
Post-award continued
  • No Cost Extensions (NCE) once an award ends,
    remaining funds must be returned to the funder
    unless a NCE is requested and approved.
  • Effort Reports all effort on federal awards
    must be certified using the electronic effort
    reporting system (ERS). This effort is subject
    to audit.
  • Questions?

98
Sources of Information Campus-wide

99
SOURCES OF INFORMATIONWebsites
  • UCSF Faculty Handbook
  • Professional and Academic Success Skills (PASS)
  • Academy of Medical Educators
  • faculty development workshops
  • Human Resources
  • management skills

100
SOURCES OF INFORMATIONWebsites
  • Setting Up Your Research at UCSF
  • setting up the office and research space
  • obtaining regulatory committee approvals
  • finding, obtaining and managing money
  • Family Friendly Policies for Faculty

101
  • Congratulations on your appointment!
  • There are many resources and mentors to help you
    succeed at UCSF
  • Best wishes to everyone for a rewarding and
    productive career ahead...
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