This chapter describes a school of medicine’s attempt to reform policies and procedures for promotion and tenure in ways that recognize and reward teaching and clinical practice. By restructuring faculty appointments on a single track and redefining scholarship to include teaching, integration and application (Boyer, 1990), the school sought to reform a practice that consigned faculty who emphasize teaching and clinical practice to second-class status. The authors provide profiles of clinician-teacher promotion candidates, both successful and not, which include alternative forms of scholarship in teaching, integration and application. While this case study was not focused on recognition and rewards for community-engaged research, those concerned with strengthening recognition and rewards for this kind of scholarship may wish to pursue a similar change in RPT policies.

Lowenstein, S. & Harvan, R. (2005). Broadening the definition of scholarship: A strategy to recognize and reward clinician-teachers at the University of Colorado School of Medicine. In O’Meara K.A. and Rice, R.E, Eds. Faculty priorities reconsidered: Rewarding multiple forms of scholarship (pp. 230-251). San Francisco: Jossey-Bass.