WVPU Academic Guidelines for Appointment, Extension And
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(2) of Act No. 111/1998 Sb., on Higher Education Institutions and On
Internal Regulations of the University of West Bohemia In accordance with Article 36 (2) of Act No. 111/1998 Sb., on Higher Education Institutions and on Amendments and Supplements to Other Acts (the Higher Education Act), the Ministry of Education, Youth and Sports registered, on 5 June 2017, under Ref. No. MSMT- 16039/2017, Habilitation Procedure and Professor Appointment Procedure Regulations. ………………………………………. Mgr. Karolína Gondková Director of the Higher Education Department HABILITATION PROCEDURE AND PROFESSOR APPOINTMENT PROCEDURE REGULATIONS Dated 5 June 2017 [Note: Habilitation is a Czech academic procedure whereby a person is awarded the academic rank of Docent, which is usually considered equivalent to Associate Professor.] PART ONE General Provisions Article 1 General Provisions (1) This Internal Regulation formulates rules for the habilitation and professor appointment procedures at the University of West Bohemia (hereinafter referred to as "UWB"). (2) Provisions concerning the relevant Scientific Board shall also apply to the Artistic Board, where established. (3) UWB, or a relevant Faculty, shall publish these Habilitation Procedure and Professor Appointment Procedure Regulations in accordance with Act No. 111/1998 Sb., on Higher Education Institutions and on Amendments and Supplements to Other Acts (the Higher Education Act), as amended, (hereinafter referred to as the "Act"). The public may read a habilitation thesis before its defence at the Dean's office of the relevant Faculty, or at the Research and Development Division, if a habilitation procedure is conducted by UWB. Article 2 Authorisation to Conduct a Habilitation Procedure or Professor Appointment Procedure (1) A habilitation procedure or professor appointment procedure shall be conducted in accordance with the Act in fields for which UWB, or a Faculty, has received accreditation. -
Research Topic
CURRICULUM VITAE November 2010 Claudia SENIK Born on May 28th, 1964 in Paris, French Nationality, 6, rue de l'Ecole de Médecine, 75006 Paris. ACTUAL POSITION Full Professor, University Paris IV Sorbonne Professor at the Paris School of Economics Research Fellow at IZA (Institute for the Study of Labor, Bonn) Member of the Institut Universitaire de France PSE, 48, bd Jourdan, 75014 Paris, France tel. 33 1 43 13 63 12 (office) / 33 6 16 55 75 15 (mobile) e-mail : [email protected] http://www.pse.ens.fr/senik/index.html Main Research Topic Income Distribution and Subjective Well-Being: a Micro-Econometric Approach. Democracy, Market Liberalization and Political Preferences. ClaudiaSenik Curriculum vitae Former positions 1996-2000 Full Professor at the University Lille-I 1994-1996 Assistant Professor (Maître de conférences) at the University Versailles Saint-Quentin en Yvelines. 1993-1994 Post-Doctorate at ECARE (ULB, Free University of Brussels). 1993-1995 Assistant Professor (A.T.E.R.) at the University Paris-IX Dauphine. EDUCATION AND GRADES 1996 Agregation in Economic Science (national competition for Full Professor tenure). 1995 Habilitation à Diriger des Recherches (entitlement to research direction) University Versailles Saint-Quentin en Yvelines. 1990-1993 PhD at DELTA, E.H.E.S.S Subject : “Openness and Competitiveness in the Republics of the Former USSR ”, under the direction of Richard Portes. 1988 - 1989 Institute of Economics of the Moscow University. 1987 - 1988 D.E.A. (Master) in International Economics, University Paris- I. First thesis : “The Price Reform in USSR”, under the direction of Ms Lavigne. Second thesis: “Hyperinflation and Stabilization, the Case of Israel”, under the direction of M. -
Glossary of Academic Personnel Terms (Revised September 2014)
Glossary of Academic Personnel Terms (revised September 2014) Above-Scale An academic appointee who advances beyond the highest step on the salary scale in a series is considered above scale. For example, in the Professor (ladder-rank) series, the highest step on the salary scale is Step IX, so the next advancement would be to Professor, Above Scale. The honorary, unofficial title of Distinguished Professor (see below) is conferred upon those who achieve the rank of Professor, Above Scale. Academic Appointee A university employee who is engaged primarily in research and creative work, teaching, and/or public service, and whose duties are closely related to the University's instructional and research functions. Academic appointees include, but are not limited to, academic administrative officers, faculty, research appointees, student appointees, medical residents, University Extension appointees, and librarians. Academic Administrative Officer An academic appointee holding an administrative position. Academic Administrative Officers include, but are not limited to, Associate Deans, Divisional Deans, or Directors of Organized Research Units. Faculty members holding certain administrative titles such as Chancellor and Vice Chancellor are also academic administrative officers but are part of the Senior Management Group. Academic Personnel On-Line (AP On-Line) Academic Personnel On-Line is a UCSD business system for completing academic personnel actions electronically. The system is a suite of services that currently includes e-Recruitment, Recruit, and Review. Planned additional services include AP On-Line Appointments and AP On-Line Leaves. Academic Personnel Manual (APM) The Academic Personnel Manual sets forth the policies and procedures pertaining to the employment relationship between an academic appointee and the University of California. -
Regulations for Doctoral Degree Studies in the Faculty of Medicine at the Rhenish Friedrich- Wilhelm University of Bonn As of Se
Regulations for Doctoral Degree Studies in the Faculty of Medicine at the Rhenish Friedrich- Wilhelm University of Bonn As of September 2nd 2014 In accordance with §§ 2 section 4 and 64 section 1 of the Universities Act of the Federal State of North-Rhine Westphalia (Hochschulgesetz - HG) in the version of the Higher Education Autonomy Act (Hochschulfreiheitsgesetz - HfG) of 31 October 2006 (gazette of laws and ordinances, GV. NRW p. 474), last modified by Article 1 of the Act Introducing an Age Limit for the Tenure of University Lecturers of 3 December 2013 (GV NRW p. 273), the Faculty of Medicine at the Rhenish Friedrich- Wilhelm University of Bonn has enacted the following examination regulations: Table of contents I. General § 1 Doctoral Studies § 2 Doctoral Examination Board § 3 Doctoral Committee II. Qualification phase § 4 Content and scope of the qualification phase § 5 Admission § 6 The Dissertation III. Examination phase § 7 Commencing the doctoral examination procedure § 8 Assessment of the dissertation § 9 Oral examination (Promotionskolloquium and Disputation) § 10 Grading § 11 Publication of the dissertation § 12 Doctoral certificate § 13 Annulment and withdrawal § 14 Access to examination records IV. Joint PhD or MD/PhD § 15 Special provisions for the examination of a PhD jointly supervised by a foreign university V. Final provision §16 Entry into force and publication Appendix I. General §1 Doctoral Studies (1) The Faculty of Medicine at the Rhenish Friedrich-Wilhelm University of Bonn awards the academic degree of Doctor of Philosophy (PhD) or of Medical Doctor/ Doctor of Philosophy (MD/PhD) upon completion of the doctoral examination procedures in accordance with the appendix and in accordance with these regulations. -
CCEHC Low Vision, Habilitation and Rehabilitation Framework
Low Vision, Habilitation and Rehabilitation Framework for Adults and Children June 2017 (revision February 2018) 1 Contents 1 Introduction ...............................................................................................................3 2 Case for change ........................................................................................................4 3 Mapping current services / pathways ......................................................................6 4 Low vision, habilitation and rehabilitation service team ........................................7 5 The adult UK eye health and sight loss pathway ....................................................8 6 Competencies required for service components....................................................9 7 Clinical leadership and governance ........................................................................9 8 Defining performance measures and the need to evaluate outcomes ..................9 9 Integrating the LVHRS with community, hospital and local authority services . 11 10 Equality provision of the LVHRS ........................................................................... 12 11 References .............................................................................................................. 13 12 Framework development group ............................................................................ 14 Appendix A ‘Seeing It my way’ outcomes .................................................................... 15 Appendix B Definitions ................................................................................................. -
How to Become a Medical Professor – a Comparative Analysis of Academic
Innov Surg Sci 2019; 4(3): 108–115 Original Article Seyed Arash Alawi*, Rosalia Luketina, Nicco Krezdorn, Lukas Fabian Busch, Anne Limbourg, Ludwik Branski, Peter M. Vogt and Andreas Jokuszies How to become a medical professor – a comparative analysis of academic requirements in Germany and the United States https://doi.org/10.1515/iss-2019-0011 Due to different scientific cooperation and exchange pro- Received June 11, 2019; accepted August 6, 2019; previously grams, research and academic activities have reached an published online August 22, 2019 intense international exchange level. Yet there is no inter- Abstract national or even national standardization, quality assur- ance, and comparability to gain a medical professorship. Background: The acquisition of a medical professorship Keywords: academic career; academic system; professor- represents a significant step in a physician’s academic ship; research and teaching. career. The responsibility as well as the honor and the asso- ciated obligations are significant; however, the require- ments to become a medical professor vary in Germany. Objective: We analyzed the variable requirements for Introduction prospective medical professors in Germany, with special focus on the tenure track concept and the U.S. system. German academic system Methods: Based on an online research, we queried German medical faculty regulations to obtain a medical If you aspire to become a medical professor in Germany, professorship within Germany. the stairway is steep; however, there are different ways of Results: We analyzed 35 German universities. On average, climbing up the academic career ladder. As soon as you 11 publications are required after “venia legendi” to meet reach “venia legendi”, specific faculty requirements are set professorship (apl) prerequisites (median x̅ = 10, max = 24, to obtain professorship. -
The Faculty of Law's Guidelines for Appointment and Promotion Of
JURFAK 2015/49 The Faculty of Law’s Guidelines for Appointment and Promotion of Teachers Adopted by the Board of the Faculty of Law on 11 June 2015 Revised on 21 May 2018 (Appendix 2) and on 22 September 2020 Contents 1. General ________________________________________________________________ 2 2 Recruitment as professor ________________________________________________ 4 3 Promotion to professor __________________________________________________ 6 4 Recruitment as senior lecturer ____________________________________________ 7 5 Promotion from associate senior lecturer to senior lecturer ____________________ 8 6 Promotion from lecturer to senior lecturer __________________________________ 9 7 Recruitment as associate senior lecturer or assistant professor _______________ 10 8 Recruitment as lecturer _________________________________________________ 11 9 Instructions for experts _________________________________________________ 11 10 Instructions for drawing up a teaching-post application ______________________ 12 Research qualifications ___________________________________________________ 12 Teaching qualifications ___________________________________________________ 13 Introduction _______________________________________________________ 13 Teaching contributions ______________________________________________ 13 Teacher training ___________________________________________________ 14 Teaching development work and research on education ____________________ 14 Teaching materials _________________________________________________ 14 Other contributions -
Curriculum Vitae
Curriculum Vitae Jason Clopton, OD, FCOVD Diplomate, American Board of Optometry CEO – EyeLign Products, LLC 1752 Hickory Cove Cookeville, TN 38506 931-265-5370 www.drclopton.com [email protected] 2013-present Diplomate, American Board of Optometry 2010-present CEO of EyeLign Products, LLC. Inventor of the EyeLign ParaDigm© eye tracking/treatment patented line of products. US Patent # 8,845,099 2006-present International lectures: Neurological pathways for vision, Neuro-optometry, visual functioning with ABI, vestibular interactions with visual function, practice management in a therapy office, pediatrics, strabismus, amblyopia, pediatric examinations, nutrition, and coding and billing for vision therapy and neuro-rehabilitation. 2006-present F.C.O.V.D. - Board certified in vision development and neuro-rehabilitation. Fellowship attained in the College of Optometrists in Vision Development 2002 -present Center Director -The Center of Vision Development, PLLC, a referral center for pediatrics and neuro-visual re/habilitation. Managing partner – Centers of Development, PLLC, a multi-specialty Occupational therapy, Physical therapy, Speech therapy, music therapy, nutritional consulting, applied behavioral analysis, and biomedical treatment of patients with special needs and brain injury. 1999 -present - Optometrist practicing full scope optometry. Therapeutics and injectable certified. Neuro-re/habilitation emphasis. 1998 -1999 - Externship, Omni Eye Centers- Daryl Mann, OD, FAAO, Preceptor. Externship, Rear Admiral (ret.) W. David -
Job Satisfaction and Problems Among Academic Staff in Higher Education
sustainability Article Job Satisfaction and Problems among Academic Staff in Higher Education Adam R. Szromek * and Radosław Wolniak Department of Organization and Management, Institute of Economy and Informatics, Silesian University of Technology, Akademicka 2A, 44-100 Gliwice, Poland; [email protected] * Correspondence: [email protected]; Tel.: +48-32-237-7773 Received: 21 May 2020; Accepted: 12 June 2020; Published: 15 June 2020 Abstract: The role of a scientist in society is undoubtedly extremely important. This thesis was particularly confirmed by the global events of the beginning of the third decade of the 21st century, when the spread of the COVID-19 virus revealed the helplessness of humanity in the face of a pandemic. Only intensive scientific work, having an interdisciplinary character, gives hope to stop the development of the spread of the virus. It turned out that it is scientists who are necessary to reduce mortality and morbidity, as well as the negative effects of a pandemic on the economy and public health. In this regard, it is worth discussing whether the scientific work of scientists is satisfying for them? Nowadays, the scientist is demanded for immediate effects of scientific research, implementation of inventions tailored to the emerging needs, and quick solutions to the problems of a dynamically changing society. However, along with the growing social expectations towards researchers, is their work increasingly appreciated? The aim of this article is getting to assess the level of satisfaction with scientific work among researchers and to identify the factors that influence its level. The article presents the results of research conducted on a random sample of 763 academics from Poland. -
Syllabus – Study Programme in Optometry 1OP13
Ref 3-1750/2016 Syllabus – Study Programme in Optometry 1OP13 Established by the Board of Higher Education, 8 November 2006 Confirmed by the Board of Higher Education, 12 November 2012 Revised by the Board of Higher Education, 21 June 2016 Ref 3-1750/2016 Page 2 (9) 1. Basic programme information 1.1. Programme 1OP13 code 1.2. Programme title Optikerprogrammet Study Programme in Optometry 1.3. Number of 180 credits (180 ECTS credits) credits 1.4. Starting date The syllabus applies to students who commence their studies in or after autumn 2013. 1.5. Specific Natural Sciences 2 (can be certified with Biology 1, eligibility Physics 1a/Physisc 1b1+1b2, Chemistry 1), requirements Mathematics 2a / 2b / 2c Or: Natural Sciences B (can be certified with Biology A, Physics A, Chemistry A), Mathematics B 1.6. Major field of Optometry study 1.7. Qualification Optikerexamen (Degree of Bachelor of Science in Optometry) Medicine kandidatexamen med huvudområdet optometri (Degree of Bachelor of Medical Science with a Major in Optometry) A student who fulfils the requirements for the award of a qualification shall, upon request, be provided with a certificate. 2. Outcomes 2.1. Outcomes of first cycle education according to the Higher Education Act First-cycle courses and study programmes shall be based fundamentally on the knowledge acquired by pupils in national study programmes in the upper-secondary schools or its equivalent. The Government may, however, permit exceptions for courses and study programmes in the fine, applied or performing arts. Ref 3-1750/2016 Page 3 (9) First-cycle courses and study programmes shall develop: – the ability of students to make independent and critical assessments – the ability of students to identify, formulate and solve problems autonomously, and – the preparedness of students to deal with changes in working life. -
Faculty Review and Compensation at the University of California
Faculty Review and Compensation at the University of California The unique compensation system by which faculty are reviewed, advanced, and paid at UC has played a large part in building the excellence of UC. Although UC faculty have standard ranks of assistant, associate, and full professor, the system also has a set of steps within these ranks, with each rank and step carrying a specific salary. The peer review process and attendant salary scale system was designed to create consistency and equity across campuses and disciplines, but market forces— including increasing differences by discipline and campus—present challenges for administrators and faculty. The UC President, the Provost and Executive Vice President, and OP Academic Personnel (AP) play key roles in administering systemwide salary decisions, and the Academic Personnel Manual (APM) contains the policies that govern campus review processes and standards as well as compensation practices. All review of individual faculty members takes place on the campuses, however, and each campus has additional guidelines to operationalize APM policies. UC’s integrated system of regular peer review and attendant salary scales The system of regular peer review and attendant salary increments for strong performance by UC faculty is premised on assumptions that peer review encourages strong performance and that productivity should be encouraged over an entire career. Criteria and processes of review vary by title series, but the policy for ladder-rank faculty sets a pattern for all other faculty groups. Unique elements of the system for the ladder-rank faculty follow: 1. Integration of the faculty salary scale system with specific levels of scholarly achievement determined through peer review. -
Procedures Governing the Promotion of a Teaching Assistant Professor To
DEPARTMENT OF PHYSICS & ASTRONOMY UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Procedures Governing the Promotion of a Teaching Assistant Professor to Teaching Associate Professor December 2010 - Approved by Dean's Office with endorsement of College Committee on Promotion of Senior Lecturer; Revised 2014. Revised December 13, 2017 by Department Chair Christian Iliadis, and approved by Senior Associate Dean for Fixed Term Faculty, Terry Rhodes on Feb. 19, 2018. A. Eligibility for Promotion to Teaching Associate Professor A Teaching Assistant Professor is eligible for recommenDation for promotion to Teaching Associate Professor on the following bases: 1. The canDiDate must have a minimum of six consecutive years’ full-time (i.e., 1 FTE) service as a Teaching Assistant Professor in the same College Department, or, if the canDiDate is from another institution, six consecutive years of full-time (1 FTE) service as a Teaching Assistant Professor or faculty equivalent. 2. The canDiDate must proviDe Demonstrable eviDence of extraorDinary teaching anD service to the appointing Department, BeyonD that which is expected of a Teaching Assistant Professor, in accorDance with stanDarDs of extraorDinary teaching anD service Defined by the unit in which the canDiDate is appointeD. In the Department of Physics & Astronomy, eviDence of extraorDinary teaching may incluDe: a university teaching award, consistent teaching evaluations in the top 10% of the department, regular service on undergraduate honors theses committees, exceptionally high peer teaching