a research associate professor

So You Want to be a Research Assistant Professor?

• By Emily Summers
• January 2, 2020

So after many years of blood, sweat, procrastination, and tears, you’ve finally completed your post-graduate studies and are now ready to put those 3 expensive letters, Ph.D., after your name. Congratulations, you’ve now made a significant impact (in your particular field of study), and the academic world is now richer by this much because of your contributions!

For a lot of post-graduate fellows, it’s hard to imagine life without the constant specter of their doctoral thesis haunting them (is that why so many of us have a hard time finishing it?), which is why when we get our post-graduate robes and caps (and swords, if you’re in Sweden), some of us might feel a little lost: do we take up another field of study? Do we just teach? Do we do more research? What am I doing with my life?!

Relax: the second option is almost always the most logical one, not to mention the one that provides the steadiest of incomes. Of course, the competition will always be fierce; Ph.D.’s aren’t necessarily required to get tenure, but every other person vying for tenure will almost-always have a doctoral degree, so it’s best to have one anyway.

But to get there, you’ll have to go through a whole new career ladder. Oh, did you think getting your Ph.D. was the end of your journey? Far from it: after the completion of your doctorate, most Ph.D. holders will enter a postdoctoral research position to help your university and/or your academic institution of choice elevate that particular field of study into a specialization. During this time, you’re usually offered a position as a tenure-track assistant professor, the first step to becoming a full, tenured professor, suede elbow patches optional (a good gift for professors , by the way).

However, there is another career track that you should consider: becoming a full-time researcher dedicated to not just making an impact in your field of study, but also expanding it and creating even more specialized curriculums within your field. It’s like doing your Ph.D. all over again, only this time you don’t get to be part of a graduation ceremony once you complete a particular study. Yay, I guess?

For those brave souls looking to become full-time researchers, the first step is applying to become a research assistant professor. But what even is that?

What are Research Assistant Professors?

What do research assistant professors do, do research assistant professors teach, how much do research assistant professors make.

In essence, a tenure-track assistant professor and a research assistant professor are practically the same in terms of academic rank: they’re both junior ranks in the academic world, with the former leading towards full tenure as a professor while the latter leads to a full-time career as a researcher. However, during your time as a junior academic , you’ll most likely be tasked with research training, wherein you’d be assigned to learn under a senior academic (either an associate professor, a tenured professor, or a full-time research fellow), during which time they’re expected to train and mentor you in your field of study.

However, unlike tenure-track assistant professors, the role of research assistant professor is a non-standard professorial title. It’s offered in a lot of universities, but not all, as some universities are not equipped for postdoctoral research. Research assistant professors operate much like visiting professors , as they are usually appointed to their position only for a short amount of time: 2 to 3 years depending on their field of research and whether or not the external grants can still fund it.

As the name suggests, research assistant professors are primarily tasked with researching the projects that they are being funded to work on. Research assistant professors are also highly encouraged to apply for, and win, external grants to fund their own projects (or any project that your University might task you with).

This position comes with its own pros and cons: first, because you’re primarily tasked with researching your particular field of study, you’d be working on something you’re completely passionate about on your own time, and being paid to do so. Being a research assistant professor comes with a whole lot of independence, as you get to run your research the way you want: labs are at your disposal, and so are other resources. After all, the University trusts you and your Ph.D. to be absolute experts in your specific subject matter.

On the flip side, however, if you thought fighting for a tenured professorship was tough, try working to secure grants: it’s extremely competitive, and you’d be going up against other geniuses of your caliber. And while you’ll be working on a project within your field of study, it might not necessarily be a project that you are personally championing. Most research assistant professors start off their careers working on other people’s projects, where you have to work really hard to prove yourself not only capable of being a subject matter expert but also capable of creating a new project and securing funding it for it through grant applications.

Although research assistant professors are primarily tasked with researching, it’s not uncommon for Universities to sneak in a few teaching responsibilities here and there. It makes sense: postdoctoral roles are usually training positions, which means that, whether you’re research-focused or tenure-tracked, you’ll most likely have to teach a class or two on your field of study. For most research assistant professors, this usually comes in the form of seminars, supervising an undergraduate research project, or mentoring Ph.D. candidates on their projects. While this is outside your purview as a research-based expert, it goes a very long way to assuring grant-giving institutions that you are responsible enough to manage the myriad moving parts of a project and that you’re a trusted expert on whatever you’re teaching.

As the job title implies, research assistant professors are in the same rank and level as tenure-track assistant professors. Unlike them, however, research assistant professors split their time with teaching and research. This might sound stressful, mostly because it is, but it’s a great addition to your resume and is a great indicator of your character as a researcher and an academic. Most important of all: while teaching isn’t a requirement per se , it is a critical deciding factor for University boards when they’re debating whether or not to offer you a research associate position in the future.

Because research assistant professors aren’t technically employees at their University (their salaries are paid for by the external grant-giving institution that’s funding the project), they don’t enjoy the financial perks of being a tenured professor, or even that of an associate professor. On average, research assistant professors make around $57,000 to $109,000 a year , depending on the grant, the school, the project, and even the state.

While it’s not chump change, what they earn is far less than what associate professors make, which is around $83,000 to up to $200,000 a year , and this is before tenure, where the salary goes up exponentially (not to mention that whole ‘unfireability’ thing tenured professors enjoy).

So is being a research assistant professor worth it? It is, but only if you’re truly passionate about your field of study. At the end of the day, it allows you to pursue your interests while gaining experience teaching (just in case the researcher stint doesn’t pan out). And you get paid the whole time, which, at least to me, is the best perk of all.

About the Author

Emily summers.

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INFORMATION FOR

• Residents & Fellows
• Researchers

Research rank faculty hold a PhD, MD, or equivalent degree. There are three categories of research ranks: Associate Research Scientist (ARS) , Research Scientist (RS) , and Senior Research Scientist (SRS) , as detailed in the Yale Faculty Handbook.

Teaching is not required for these ranks. Persons who are asked to undertake teaching should also be given a teaching appointment as a lecturer . In such circumstances, an appropriate portion of the salary may be paid from a teaching budget; however, for research appointees who are already employed full-time, the total compensation cannot be increased by payment for teaching.

Research rank faculty conduct or oversee research as a skilled or advanced member of a research group, center, or core. Typically support for the position is derived from PI sponsor or research program and there is no expectation, if not otherwise specified by the sponsoring PI, for the research rank faculty to obtain independent funding on which they serve as sole PI.

The career pathway descriptions below for research rank faculty ( Associate Research Scientist [ARS] , Research Scientist [RS] , and Senior Research Scientist [SRS] ) are meant to provide guidance on the hiring and career development of research rank faculty. In practice, however, many research rank faculty engage in activities that are a blend of different activities or that shift over time based on funding and other laboratory or institutional priorities. Advancement in the research ranks may reflect essential contributions and outstanding achievements in a very specific area or across different domains of research.

Areas of Concentration

1. area of concentration : research projects.

Associate Research Scientists (ARS) , Research Scientists (RS) , and Senior Research Scientists (SRS) whose area of concentration is on Research Projects are pursuing longer-term research careers within existing research programs at Yale (not as independent investigators) as well as some who wish to obtain experiences and skillsets for careers in other research-related industries. They typically work on one or more research projects in the laboratory of one or more PIs.

Roles and responsibilities vary but typically involve some combination of project direction, research execution, research staff/trainee training and supervision, leading or assisting in the development of papers for publication and conference presentations, and supporting the preparation of grant applications and reports to funding agencies.

2. Area of Concentration : Research Methods

Associate Research Scientists (ARS) , Research Scientists (RS) , and Senior Research Scientists (SRS) whose area of concentration is in Research Methods play a pivotal role in the laboratory of one (or more) PI or a research core/center. They are often highly skilled experts in the development or utilization of research materials (e.g., specimen, agents, assays, assessments, diagnostics), techniques or technologies. They may serve important roles as biostatisticians, research design consultants, and managers of major laboratory equipment or trainers for use of services.

Their essential, high-level technical or methodological experience promotes the success of multiple investigators within or across sections/divisions/departments and often in support of core facilities and major centers. The contributions of their specialized or consultative expertise within the research team ensures laboratory productivity, delivery of core services, and competitive grant applications.

3. Area of Concentration : Research Administration

Associate Research Scientists (ARS) , Research Scientists (RS) , and Senior Research Scientists (SRS) whose area of concentration is in Research Administration serve a critical administrative and oversight role that requires significant scientific knowledge and expertise. These individuals may be providing expertise in the implementation and management of large grants or numerous research projects within or across sections, departments, centers or institutions. They may serve as the operational director of a research core or administrative director of large center grants or multisite studies.

These are experienced and skilled leaders of scientific personnel and managers of research environments and resources. They oversee critical research infrastructure and provide essential support to faculty scientists and their trainees, students, and staff. The pursuit of one’s own area of research interests is not expected in this pathway. It is anticipated that this pathway would be appropriate for a very limited number of faculty within a department, and that the position would be funded by multiple PIs and/or departmental or school-wide programs.

Research Rank Review and Reappointment Process

There is no limit on the number of reappointments at Associate Research Scientist (ARS) , Research Scientist (RS) , and Senior Research Scientist (SRS) ranks assuming there is PI or other departmental, core/center, or school support for the position. Contributions to the laboratory, center, or field should be evaluated during annual professional development reviews by the PI or center leader.

ARS and RS faculty should be reviewed to determine readiness for promotion at a minimum of 5-year intervals. ARS faculty who have been in rank for 1 year are eligible for renewal of their appointment for terms of up to 3 years contingent on satisfactory performance and available funding for the duration of the proposed term.

Research Rank Promotion Readiness

It is unusual for promotion to occur from Associate Research Scientist (ARS) to Research Scientist (RS) before 3 years or from Research Scientist (RS) to Senior Research Scientist (SRS) before 5 years in the lower rank. Exceptions can occur when there is evidence of extraordinary productivity, achievements, or recognition beyond an individual PI’s laboratory or Yale. Years spent as a staff scientist, research faculty or research administrator at another institution or in industry can factor into the timing of promotion.

At the time of promotion, all activities conducted by the research faculty are considered. Indicators for promotion may vary somewhat as a function of which area of concentration (Research Projects, Methods, or Administration) that best describes their main research focus, but typically include evidence of outstanding contributions to the success of research projects in two or more of the following areas in the prior 5 years:

• First author publications and scientific presentations
• Co-Investigator on larger grants or PI/Co-PI on smaller grants (extramural or intramural)
• Recognition by field for specialized technical, methodological, or scientific expertise, creativity, and/or innovation
• Recognition by PIs and colleagues for essential contributions to the success of projects, cores, or centers at Yale
• Evidence of outstanding operational leadership or support of numerous projects and investigators within and/or beyond Yale
• Significant contributions to the writing of research SOPs, sections of successful grant applications and renewals, and other important reports to funders/sponsors

Research Faculty Transition to Ladder Faculty

There may be instances in which sufficient individual funding and other scientific/scholarly accomplishments merit consideration of the research faculty for a ladder track position. Transitioning of associate research scientists, research scientists or senior research scientists to the ladder ranks requires a national search. Only those who achieve Senior Research Scientist (SRS) status may be considered for targeted appointments to the ladder faculty, most often at the associate professor rank.

Associate Research Scientist

Research scientist, senior research scientist, description:.

This appointment is given to individuals who are engaged in scholarly research in association with a faculty member or as a member of a research group. Such individuals will normally have at least two years of research experience following a PhD (or equivalent), will have demonstrated professional ability in fields related to the work or program of the department or area concerned, and will be expected to contribute to it as a colleague.

Terms for this rank are for one year and renewable without limit.

Appointment to the associate research scientist rank does NOT require an RFP, search, letters of reference, formal review by department faculty, presentation to a YSM A&P committee, the BPO, or the Yale Corporation. Fringe benefits may vary according to the source of salary. Research appointees who are paid from grants should be informed by the principal investigator of any change in the status of the grant as soon as possible after the information becomes available.

Appointment to this rank requires:

• Non-Yale CV Cover Template with Curriculum Vitae
• Signed offer letter
• Workday entry

Reappointment information is summarized on a different webpage, and reappointment to this rank requires:

• Workday update

This appointment is given to persons who are engaged in scholarly or scientific research as advanced scholars or as senior members of a research group.

Terms for this rank can be for up to three years and renewable without limit.

Appointment to the research scientist rank does NOT require an RFP, search, presentation to a YSM A&P committee, the BPO, or the Yale Corporation. Fringe benefits may vary according to the source of salary. Research appointees who are paid from grants should be informed by the principle investigator of any change in the status of the grant as soon as possible after the information becomes available.

• Departmental A&P narrative
• Yale CV2A (part A only) highly recommended
• Letters of evaluation with referee list template and Chair's letter of solicitation
• Department Vote
• OAPD (department chair presentation not needed)

Promotion to this rank requires:

This appointment is appropriate for individuals of high professional attainment, outstanding ability, and critical importance to a major research program.

Term for this rank can be for up to five years and is renewable without limit.

Appointment to the senior research scientist rank does NOT require an RFP or search. Fringe benefits may vary according to the source of the salary. Research appointees who are paid from grants should be informed by the principal investigator of any change in the status of the grant as soon as possible after the information becomes available.

• Letters of evaluation with referral list template and Chair's letter of solicitation
• Department vote
• BPO (department chair presentation not needed)
• Yale Corporation

Documents & Links

• Non-Yale CV Cover Template
• ARS request for longer term

American Academic Job Titles Explained

What's the difference between an assistant professor and an associate professor? What about an adjunct professor and a visiting assistant professor? Here's a breakdown of the most common academic job titles used in the USA and Canada.

PhD Student

A PhD is required to work as a professor or researcher in many fields in the US and Canada. Broady speaking, the path to a PhD consists of two to three years of coursework followed by qualification exams and then the writing and defending of a dissertation. Many North American PhD programs require that students to gain teaching experience as well, often as teaching assistants. PhD students do have to pay tuition at American and Canadian universities although many top programs include tuition waiver in their funding packages. PhDs can be funded by the university, external fellowships, personal loans, or a combination of the three. The amount of time it takes to earn a PhD depends on the field, but the average is six years. A Master’s degree is not always a necessary prerequisite for a PhD in North America. Many universities offer direct entry PhD programs which means that students are also awarded a Master’s degree after they have completed certain courses or exams.

Postdoctoral Researcher/Fellow/Scholar

After earning a PhD, the next step in the academic career path is often a postdoc. Postdocs used to just be part of the STEM career path, but these types of positions have started to become more common in the humanities as well. A postdoc is a continuation of a researcher’s training that allows them to further their professional development and start to transition from student to independent researcher. Postdocs also often take additional leadership or teaching responsibilities in their lab or department. These positions are usually two to three years and it is not unusual for a researcher to do more than one postdoc. In Canada postdocs must be within five years of earning their PhD, while there is no limit on how long you can be a postdoc in the United States.

Tenure Track

An academic on the “tenure track” is on the path to a permanent professor position at their university. They will be expected to go up for "review" five to seven years after they start their position at the university. The tenure committee will evaluates the quality of the candidate’s teaching, research, publication record, and service to the university. If the candidate is successful, they are awarded tenure which provides them lifetime employment at their university.

Assistant Professor

This is the entry-level tenure track position. The position comprises of teaching, research and service to the institution (such as being a member of various university committees) and different universities will emphasize different components more. Assistant professors typically teach anywhere from two to four courses per semester in addition to supervising graduate students. They are also expected to be active researchers and publish books, monographs, papers, and journal articles to meet their tenure requirements.

Associate Professor

An assistant professor who has been granted tenure is usually promoted to an associate professor, however, the rank doesn’t always mean the professor is tenured. An associate professor often has a national reputation as a scholar and is involved in service activities beyond their university.

This is the final destination of the tenure track. Five to seven years after receiving tenure, associate professors go through another review. If they are successful, they are promoted to full professor. Professors usually have a record of accomplishment that has established them as an international or national leader in their field.

Adjunct Professor

The number of adjunct professors has grown dramatically in the last 40 years. An adjunct professor is a part-time or non-permanent faculty member who is hired on a semester to semester basis to teach a particular course/courses. Adjuncts are often paid per course and as a result many adjuncts teach at multiple universities each semester.

An adjunct professor can also be someone whose primary appointment is in another department or at another university.

Visiting Assistant Professor (VAP)

This is a temporary appointment that can range from one semester to up to three years. These appointments are usually made to replace faculty on leave or to bring in someone who specializes in an area that the department currently lacks. VAPs often have a higher teaching load than tenured professors which can leave them with little time for their own research. These positions help entry-level academics gain more teaching experience and demonstrate their potential, but they are unlikely to turn into tenure track positions.

Lecturer/Instructor

In Canada and the United States, a lecturer/instructor is a non-tenure-track teaching position. They often have a teach more courses than tenure-track faculty and have with no research obligations. Lecturer/Instructor positions are more common in the humanities and many teach foreign languages. While lecturers hold advanced degrees, they do not always have PhDs.

It is important to note that the title of lecturer means something very different in the UK. A UK lecturer is closer to a North American assistant professor in that the position has teaching, research and service requirements. You can read more about academic titles in the UK  here . 

Research Assistant

This is a staff position rather than a faculty position. In contrast to a lecturer, a research assistant is primarily focused on research and has little to no teaching responsibilities. These positions are usually funded by grants or fellowships rather than by the university. While they may hold advanced degrees, research assistants are not required to have PhDs.

Research Associate/Scientist/Fellow

A research associate is distinguished by the fact that, unlike a research assistant, they have a PhD and have completed a postdoc. This is a more senior position in the lab with a more significant leadership and grant-writing role. A research associate is primarily a research position, though it may have some teaching responsibilities.

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Professorial tracks

Drawing on professional training and experience, individuals in professorial faculty appointments engage in scholarship and research, teaching, and service. Professorial tracks include tenure/tenure-track and without tenure by reason of funding as well as tracks for research and teaching.

Tenure (tenure-track or has tenure)

Appointment length: Continuous Key considerations: This rank requires outstanding, mature scholarship as evidenced by accomplishments in teaching, and accomplishments in research as evaluated in terms of national or international recognition ( UW Faculty Code Section 24-34 A.3 ). Reappointment eligible: N/A Tenure status: Tenured Emeritus eligible: Yes

Associate Professor

Appointment length: Continuous Key considerations: This rank requires a record of substantial success in teaching and research, except that in unusual cases an outstanding record in one of these activities may be considered sufficient ( UW Faculty Code Section 24-34 A.2 ). Reappointment eligible: N/A Tenure status: Tenured Emeritus eligible: Yes

Assistant Professor

Appointment length: Initial appointment of 3 years Key considerations: This clock-managed rank requires a demonstration of teaching and research ability that evidences promise of a successful career ( UW Faculty Code Section 24-34 A.1 ). Reappointment eligible: Yes Reappointment term: Length of second appointment term will be determined by appointment percentage Reappointment considerations: Second appointment term must include a promotion/tenure decision ( UW Faculty Code Section 24-45 ). See Clock-Managed Ranks page for more details. Tenure status: On tenure track Emeritus eligible: No

Professor Tenure Track

Appointment length: Initial appointment of 3 years Key considerations: This clock-managed rank requires outstanding, mature scholarship as evidenced by accomplishments in teaching, and accomplishments in research as evaluated in terms of national and international recognition ( UW Faculty Code Section 24-34 A.3 ). Reappointment eligible: Yes Reappointment term: Second appointment term must include a tenure decision in the second year ( UW Faculty Code Section 25-32 D ). See Clock-Managed Ranks page for more details. Tenure status: On tenure track Emeritus eligible: No

Associate Professor Tenure Track

Appointment length: Initial appointment of 3 years Key considerations: This clock-managed rank requires a record of substantial success in teaching and research except that in unusual cases an outstanding record in one of these activities may be considered sufficient ( UW Faculty Code Section 24-34 A.2 ). Reappointment eligible: Yes Reappointment term: Second appointment term must include a tenure decision in the second year ( UW Faculty Code Section 25-32 D ). See Clock-Managed Ranks page for more details. Note: A promotion decision need not be concurrent with the tenure decision. Tenure status: On tenure track Emeritus eligible: No

Without Tenure by reason of funding (WOT)

Professor wot.

Appointment length: Continuous Key considerations: This rank requires outstanding, mature scholarship as evidenced by accomplishments in teaching, and accomplishments in research as evaluated in terms of national or international recognition (UW Faculty Code Sections 24-34 A.3 and 24-40 ). Reappointment eligible: N/A Tenure status: N/A Emeritus eligible: Yes

Associate Professor WOT

Appointment length: Continuous Key considerations: This rank requires demonstrated substantial success in both teaching and research. In exceptional cases an outstanding record in one of these activities may be considered sufficient (UW Faculty Code Section 24-34 A.2 and 24-40 ). Reappointment eligible: N/A Tenure status: N/A Emeritus eligible: Yes

Assistant Professor WOT

Appointment length: Initial appointment of 3 years Key considerations: This clock-managed rank requires a demonstration of teaching and research ability that evidences promise of a successful career (UW Faculty Code Sections 24-34 A.1 and 24-40 ). Reappointment eligible: Yes Reappointment term: Length of second appointment term will be determined by appointment percentage Reappointment considerations: Second appointment term must include a promotion/tenure decision ( UW Faculty Code Section 24-45 ). See Clock-Managed Ranks page for more details. Tenure status: N/A Emeritus eligible: No

Research Professor

Appointment length : 1-5 years Key considerations: This rank requires outstanding, mature scholarship as evidenced by accomplishments in research as evaluated in terms of national or international recognition in research. May participate in the regular instructional program but are not required to do so, except insofar as required by their funding source ( UW Faculty Code Section 24-35 B ). Reappointment eligible: Yes Reappointment term: 1-5 years Reappointment considerations: No limit on number of reappointments Tenure status : N/A Emeritus eligible: Yes

Research Associate Professor

Appointment length: 1-5 years Key considerations: This rank requires a record of substantial success in research ( UW Faculty Code Section 24-34 A.2 and B.5 ). May participate in the regular instructional program but are not required to do so, except as required by their funding source ( UW Faculty Code Section 24-35 B ). Reappointment eligible: Yes Reappointment term: 1-5 years Reappointment considerations: No limit on number of reappointments Tenure status: N/A Emeritus eligible: Yes

Research Assistant Professor

Appointment length: Initial appointment of 3 years Key considerations: This clock-managed rank requires a demonstration of research ability that evidences promise of a successful career ( UW Faculty Code Section 24-34 A.1 and B.5 ). Reappointment eligible: Yes Reappointment term: Length of second appointment term will be determined by appointment percentage Reappointment considerations: Second appointment term must include a promotion/tenure decision ( UW Faculty Code Section 24-45 ). See Clock-Managed Ranks page for more details. Tenure status: N/A Emeritus eligible: No

Teaching Professor

Appointment length: Up to 10 years; a 3-year appointment term is considered the standard minimum ( UW Faculty Code Section 24-41 C.3 ). An initial appointment of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of launching a recruitment. Key considerations: This rank requires outstanding, mature scholarship as evidenced by accomplishments in teaching. Further, it requires a record of excellence in instruction, which may be demonstrated by exemplary success in curricular design and implementation, student mentoring, and service and leadership to the department, school/college, university, and field ( UW Faculty Code Section 24-34 A.3 and B.3 ). Reappointment eligible: Yes Reappointment term: Up to 10 years; reappointment to a term of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of making the reappointment decision. Reappointment considerations: No limit on number of reappointments Tenure status: N/A Emeritus eligible: Yes

Associate Teaching Professor

Appointment length: Up to 7 years; a 3-year appointment term is considered the standard minimum UW Faculty Code Section 24-41 C.2 ). An initial appointment of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of launching a recruitment. Key considerations: This rank requires a record of substantial success in teaching; further, it requires extensive training, competence, and experience in the discipline ( UW Faculty Code Section 24-34 A.2 and B.3 ). “Scholarship is an obligation of all faculty members” ( UW Faculty Code Section 24-32 A ). Reappointment eligible: Yes Reappointment term: Up to 7 years; reappointment to a term of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of making the reappointment decision. Reappointment considerations: No limit on number of reappointments Tenure status: N/A Emeritus eligible: Yes

Assistant Teaching Professor

Appointment length: Up to 5 years ( UW Faculty Code Section 24-41 C.1 ); a 3-year appointment term is considered the standard minimum. An initial appointment of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of launching a recruitment. Key considerations:  This rank requires a demonstration of teaching ability that evidences promise of a teaching successful career ( UW Faculty Code Sections 24-34 A.1 and B.3 ); “scholarship is an obligation of all faculty members” ( UW Faculty Code Section 24-32 A ). Reappointment eligible: Yes Reappointment term: Up to 5 years; reappointment to a term of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of making the reappointment decision. Reappointment considerations: No limit on number of reappointments Tenure status: N/A Emeritus eligible: Yes

Clinical Practice

Professor of clinical practice.

Appointment length: Up to 10 years ( UW Faculty Code Section 24-41 E.3 ); a 3-year appointment term is considered the standard minimum . An initial appointment of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of launching a recruitment. Key considerations: This rank requires outstanding, mature scholarship as evidenced by national or international recognition of their accomplishments. Further, it requires a record of excellence in clinical practice and teaching, scholarship, and service. Such a record may be demonstrated by innovative curricular design and implementation, student and trainee mentoring, effectiveness in health care equity initiatives, success in novel and/or cutting-edge clinical service, innovative quality improvement of clinical care, and/or exemplary service and leadership to the department, school/college, University, and field. Individuals appointed to this rank must have primary responsibility and credentialing to perform clinical practice at the University or a University of Washington-affiliated site. ( UW Faculty Code Section 24-34  A.3 and B.6). Reappointment eligible: Yes Reappointment term: Up to 10 years; reappointment to a term of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of making the reappointment decision. Reappointment considerations: No limit on number of reappointments Tenure status: N/A Emeritus eligible: Yes

Associate Professor of Clinical Practice

Appointment length: Up to 7 years ( UW Faculty Code Section 24-4 1 E.2); a 3-year appointment term is considered the standard minimum. An initial appointment of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of launching a recruitment. Key considerations: This rank requires a record of substantial success in clinical teaching and scholarship. Further, it requires extensive training, competence, and experience in the discipline. Individuals appointed to this rank must have primary responsibility and credentialing to perform clinical practice at the University or a University of Washington-affiliated site. ( UW Faculty Code Section 24-34 A.2 and B.6) Reappointment eligible: Yes Reappointment term: Up to 7 years; reappointment to a term of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of making the reappointment decision. Reappointment considerations: No limit on number of reappointments Tenure status: N/A Emeritus eligible: Yes

Assistant Professor of Clinical Practice

Appointment length: Up to 5 years ( UW Faculty Code Section 24-41 E.1); a 3-year appointment term is considered the standard minimum. An initial appointment of less than 3 years, requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of launching a recruitment. Key considerations: This rank requires a demonstration of clinical and teaching ability that evidences promise of a successful academic clinical career that includes scholarship. Individuals appointed to this rank must have primary responsibility and credentialing to perform clinical practice at the University or a University of Washington-affiliated site. ( UW Faculty Code Section 24-34 A.1 and B.6) Reappointment eligible: Yes Reappointment term: Up to 5 years; reappointment to a term of less than 3 years requires exceptional approval from the Office of Academic Personnel. Exceptional requests should be submitted to [email protected] well in advance of making the reappointment decision. Reappointment considerations: No limit on number of reappointments Tenure status: N/A Emeritus eligible: No

Hiring Packet Required Documents

• Service period (either 9 or 12 months)
• Monthly rate of pay
• Appointment percent
• Tenure percent or indicate “non-tenure eligible”
• Eligible voters
• Favorable votes
• Unfavorable votes
• Abstentions
• Absent voters
• Letters of recommendation (3 mandatory)
• Curriculum vitae
• Copy of online job advertisement from the Chronicle of Higher Education or appropriate print journal
• Complete sexual misconduct disclosure form

Additional Relevant Links

Secondary appointments Visa eligibility Changing professorial tracks Second year review Promotion and tenure Reappointments Separations

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• Policies and Guidelines
• Definition of Academic Ranks

Academic Policies

AC21 Definition of Academic Ranks (Formerly HR21)

Policy status: , policy steward: .

• Earned Degrees
• Academic Rank
• Ranks for Tenure-Line Faculty
• Ranks for Non-Tenure-Line Teaching Faculty
• Ranks for Non-Tenure-Line Research Faculty
• Ranks for Clinical Faculty with Terminal Degrees
• Ranks for Clinical Faculty without Terminal Degrees
• Ranks for Faculty in the University Libraries
• Professor of Practice
• Non-Tenure-Line Ranks and Promotion Procedures

This policy provides guidance on the qualifications necessary for appointment or promotion to the various academic ranks.

EARNED DEGREES:

In assessing candidates for appointment, tenure, promotion, sabbatical leave, etc., the University will accept only those degrees earned at institutions in the United States that have been accredited by regional higher education accrediting associations (such as Middle States) and professional accrediting associations (such as AASCB in Business) in disciplines in which such accrediting takes place, or foreign degrees that have been earned at institutions recognized by their respective governments. Degrees from qualified institutions (per above) are the only ones that the University will acknowledge for appointment, determination of rank, or subsequent personnel decisions. Further, misrepresentation of such information by an individual can be cause for denial or termination of employment.

ACADEMIC RANK:

A. ranks for tenure-line faculty.

• Assistant Professor -  The assistant professor should possess a terminal degree or its equivalent in organized research or professional practice; must have demonstrated ability as a teacher or research worker; and must have shown definite evidence of growth in scholarly, artistic, or professional achievement.  
• Associate Professor -  The associate professor should possess the same qualifications as the assistant professor, but must also provide evidence of an established reputation in scholarly, artistic, or professional achievement.  
• Professor -  The professor should possess the same qualifications as the associate professor, but must also provide evidence of a substantial record of advanced research and/or creative work, and of leadership in their field of specialization. This rank should be reserved for persons of proven stature in teaching and/or research.

B. Ranks for non-tenure-line teaching faculty

• Lecturer or Instructor -  A lecturer or instructor should possess at least a master's degree or its equivalent, or be an active candidate for a terminal degree, in an academic field related to their teaching specialization.  
• Assistant Teaching Professor -  The assistant teaching professor should possess a terminal degree or its equivalent in an academic field related to his/her teaching specialization; alternatively, the assistant teaching professor without a terminal degree should possess at least a master's degree or its equivalent in an academic field related to their teaching specialization; must have demonstrated ability as a teacher and adviser; and must have shown evidence of professional growth, scholarship, and/or mastery of subject matter.   
• Associate Teaching Professor -  The associate teaching professor should possess a terminal degree in an academic field related to their teaching specialization; must have demonstrated ability as a teacher and adviser; and must have shown evidence of professional growth, scholarship, and/or mastery of subject matter. Alternatively, the associate teaching professor without a terminal degree should possess at least a master's degree or its equivalent in an academic field related to their teaching specialization; must have demonstrated exceptional ability as a teacher and adviser while in the rank of senior lecturer or instructor; and must have shown evidence of professional growth, scholarship, and/or mastery of subject matter at a level of distinction beyond that of the assistant teaching professor.   
• Teaching Professor -  The teaching professor should possess a terminal degree in an academic field related to their teaching specialization; must have demonstrated exceptional ability as a teacher and adviser while in the rank of associate teaching professor; and must have shown evidence of professional growth, scholarship, and/or mastery of subject matter at a level of distinction beyond that of the associate teaching professor.   

C. Ranks for non-tenure-line research faculty

• Researcher -  The researcher should possess a master's degree or its equivalent, or be an active candidate for a terminal degree, in an academic field related to their research.   
• Assistant Research Professor -  The assistant research professor should possess a terminal degree or its equivalent in an academic field related to their research. Alternatively, the assistant research professor without a terminal degree should possess at least a master's degree or its equivalent in an academic field related to his/her teaching specialization; must have demonstrated ability as a researcher; and must have shown evidence of professional growth and scholarship in their discipline.   
• Associate Research Professor -  An associate research professor should possess a terminal degree or its equivalent in an academic field related to their research; must have demonstrated ability as a researcher; and must have shown evidence of professional growth and scholarship in their discipline. Alternatively, the associate research professor should possess at least a master's degree or its equivalent in an academic field related to their research; must have demonstrated exceptional ability as a researcher; and must have shown evidence of professional growth and scholarship in their discipline at a level of distinction beyond that of the assistant research professor.   
• Research Professor -  A research professor should possess a terminal degree or its equivalent in an academic field related to their research; must have demonstrated exceptional ability as a researcher; and must have shown evidence of professional growth and scholarship in their discipline at a level of distinction beyond that of associate research professor.

D. Ranks for clinical faculty with terminal degrees

Units that designate faculty as "clinical" should establish, for faculty with terminal degrees, qualifications for each rank that track closely to the qualifications for research and teaching faculty with terminal degrees.

• Assistant Clinical Professor
• Associate Clinical Professor
• Clinical Professor

E. Ranks for clinical faculty without terminal degrees

Units that designate faculty as “clinical” should establish, for faculty without terminal degrees, qualifications for each rank that track closely to the qualifications for research and teaching faculty without terminal degrees.

• Clinical Lecturer

F. Ranks for faculty in the University Libraries, College of Medicine, Dickinson Law, and Penn State Law

Ranks for non-tenure-line faculty in the University Libraries, College of Medicine, Dickinson Law, and Penn State Law are defined in policies internal to the units. Ranks for tenure-line faculty in the University Libraries are defined in policies internal to the unit. 

PROFESSOR OF PRACTICE:

The professor of practice title is limited to those individuals who are non-tenure track faculty who may not have had the traditional academic background that is typical of faculty as they move through the professorial ranks. The title of professor of practice should be reserved for persons who have accumulated a decade or more of high level and leadership experience in the private or public sectors outside the academy that would provide a unique background and wealth of knowledge that is of particular value as it is shared with the University's students and other faculty. Prior to an offer being extended to an individual being considered for the professor of practice title, the appropriate dean or academic administrator shall consult with, and receive approval from, the Vice Provost for Faculty Affairs.

NON-TENURE-LINE RANKS and PROMOTION PROCEDURES:

Non-tenure-line ranks and titles should follow the guidelines set forth above for teaching, research, and clinical faculty, as well as non-tenure-line faculty in University Libraries, College of Medicine, Dickinson Law, Penn State Law, and the Office of the Senior Vice President for Research. Units should have clear rationales for the different ranks and titles they choose to use and their expectations for faculty to achieve these various ranks.

Rather than use the titles "lecturer" and "instructor" interchangeably for non-tenure-line appointments, each college should determine for itself which of the two titles it chooses to use, and then use that title consistently for such appointments.

Colleges and the Office of the Senior Vice President for Research should have their own guidelines for distinguishing between lecturer/instructor, assistant/associate/full professor positions for designating a third rank beyond that of lecturer or for promoting from one rank to the other, but all units should operate under the following University assumptions:

• Although there can be exceptions, positions above the first rank are designed to be promotion opportunities, with a recommended period of at least five years in rank as an instructor or lecturer (or, for faculty without tenure who hold terminal degrees, assistant teaching/research/clinical professors) before consideration for promotion. Non-tenure-line faculty should become eligible for promotion to the second rank after five years in rank, and would be permitted to compile their promotion dossiers in their fifth year. There should be no fixed time period for promotion to the third rank. Reviews for promotions should be conducted solely with regard to the merit of the candidate.  
• Reviews for promotion of the full-time non-tenure-line faculty shall be conducted by Non-Tenure-Line Promotion Review Committees. Non-Tenure-Line Promotion Review Committees shall be constituted as follows: each of the colleges at University Park shall establish a committee for that college; the Office of the Senior Vice President for Research shall establish a committee for all units within that office; each of the five stand-alone campuses (Abington, Altoona, Behrend, Berks, Harrisburg) shall establish a committee for that campus; each of the Special Mission Campuses (Great Valley, College of Medicine, and Dickinson Law) shall establish a committee for that campus; and the University College shall establish one committee composed of full-time non-tenure-line faculty from the campuses within the University College, with no more than one member from any campus. If a unit shall have fewer than seven full-time non-tenure-line faculty members, at least two members of that unit's Non-Tenure-Line Promotion Review Committee shall be drawn from another unit's Non-Tenure-Line Promotion Review Committee. Only full-time non-tenure-line faculty members in each unit are eligible to serve on and to vote for the members of the review committee in their unit. Only faculty of higher rank than the candidate should make recommendations about promotions. This implies, for example, where unit-level guidelines permit, faculty who do not have a terminal degree but who have been promoted to Associate (Teaching, Research or Clinical) Professor (i.e., the highest rank available to them) may serve on committees to consider promotion to (Teaching, Research or Clinical) Professor for candidates who do have a terminal degree. If there should be insufficient numbers of higher-ranked non-tenure-line faculty, exceptions to this provision may be permitted by the Executive Vice President and Provost at the request of the academic unit.  
• The promotion procedure itself should include recommendations by both a campus/department faculty committee, (b) the DAA or department/division head, (c) the approval of the campus chancellor and/or dean of the college, or (d) the senior vice president for research.  
• All promotions should be accompanied by a promotion raise, in addition to a merit raise, to be determined and funded by the college.  
• The contract lengths of faculty members vary both within and between ranks and reflect a myriad of factors such as unit need, budget, and the discipline of the faculty member. Unit leaders have the flexibility, and are encouraged, to offer the longest contract term that circumstances warrant at all ranks. Faculty members who are promoted shall be considered for a multi-year contract. Those promoted to the third rank shall be considered for the longest length of contract available to non-tenure-line faculty. If a multi-year contract is not granted, then factors that shaped this decision shall be communicated to the faculty member at the time when a new contract is offered.

CROSS REFERENCES:

AC23 , Promotion and Tenure Procedures and Regulations

Most recent changes:

• December 14, 2021 - Added Office of the Senior Vice President for Research where pertinent.
• October 18, 2021 - Added language about contract lengths to "Non-Tenure-Line Ranks and Promotion Procedures", #5.
• April 29, 2021 - Editorial updates - removed all references to 'fixed-term and standing' and replaced 'his/her' with gender inclusive language.
• May 30, 2018 - Editorial updates to section Fixed-Term Ranks and Promotion Procedures.
• June 13, 2018 - Editorial updates to guide administrative actions related to the provision of multi-year contracts.
• November 29, 2018 - Editorial updates to add Non-Tenure-Line (Fixed-Term or Standing) Ranks and Promotion Procedures.
• July 31, 2019 - Updates to section Non-Tenure-Line (Fixed-Term or Standing) Ranks and Promotion Procedures. Added non-tenure-line faculty in University Libraries, College of Medicine, Dickinson Law, and Penn State Law. Deleted #6 (The exceptions of this policy).
• July 31, 2019 - Updated section "F. (Ranks for Faculty in the University Libraries)".  Added "College of Medicine, Dickinson Law and Penn State Law."

Revision History (and effective dates):

• July 1, 2017 - Editorial updates to titles for fixed-term and standing non-tenure-line faculty.
• April 20, 2007 - Editorial change to add title of Professor of Practice.
• November 2, 2006 - Editorial update to change Intercollege Research Programs to Interdisciplinary Programs.
• June 6, 1958 - New Policy.
• June 27, 2018 - Removal of Professorial Titles for Research Faculty due to the retirement of AC-24 "Professional Dual Titles for Research Rank Faculty."
• November 29, 2018 - Removal of Fixed-Term Ranks and Promotion Procedures and added Non-Tenure-Line (Fixed-Term or Standing) Ranks and Promotion Procedures

Date Approved: 

Date published: , effective date: .

Overview of academic research, teaching and other positions

Academic job titles can seem to be full mystery and hidden meaning, even those in the traditional path: Ph.D. to postdoc, then to assistant, associate and full professor. Even though I’ve been in academia several years, I still wonder: What exactly are these jobs, and what are all the other academic jobs that aren’t exactly in this flow? 

This week I investigated all the academic job titles I could find to understand what the options are for people looking to participate in research and teaching in academia. I am not including any alt-academic or academic administrative jobs, since my colleague Martina Efeyini covers those beautifully in her columns, like this one on research administration careers . I’m also not including clinical research positions here — only positions related to bench work or teaching.

I have included links to relevant resources about positions when available. Some positions that I did not include resources for have definitions and resources on various university websites. These school sites, like this one for University of North Carolina or this one for the University of Michigan, usually contain information specific to how the jobs function at each school, and are more helpful than general resources.

Ph.D. student

A Ph.D. student works under a principal investigator, and often under postdoctoral fellows/researchers, to complete their own project. In doing so, they learn the details of a field and how to conduct research, from forming and testing hypotheses, to troubleshooting, to writing papers.  Getting a Ph.D. can also help you develop soft skills, such as how to learn a new topic, how to seek help, how to divide a task into smaller doable parts, and how to network. A Ph.D. can prepare someone for further research and research training, like a postdoctoral fellowship; a move into industry; and other fields that require critical thinking, such as consulting, science or medical writing, or teaching.

Postdoctoral fellow/researcher

A postdoc is a position many new Ph.D. holders look for. It’s used to deepen and broaden a doctorate holder’s knowledge and training and prepare them for an independent research career. A good summary of the postdoc position can be found here , and some resources for current postdocs can be found here . Also, see my article from November about finding a postdoc position .

Assistant professor

This is typically a tenure-track job, meaning that, after a set number of years, usually about seven, the professor undergoes an institutional review. This review can include an evaluation of the professor’s publications, their involvement in and service to the institution, their personal tenure statement, several letters from fellow academics, and teaching evaluations from students and evaluators. If reviewed favorably, the professor gets tenure and becomes a permanent professor — someone who can’t be fired without due cause. If the assistant professor doesn’t get tenure, they’re usually asked to leave, to look for a job elsewhere.  The American Association of University Professors offers insights into what tenure is and is not here . A somewhat comical but info-packed guide to being an assistant professor can be found here .

Related stories

Location, location, location!  Shaila Kotadia cautions that graduate school and postdoctoral stints offer a nice change of place, so you should choose wisely .

Advice for new assistant professors:  Peter Kennelly makes 12 suggestions that assistant professors should consider. 

Understanding faculty salaries:  Charles Brenner sheds some light on faculty compensation .

The tenured itch:  Graham R. Moran and Audrey Lamb offer advice for academics mired in midcareer malaise .

Using your science beyond the bench:  Kathleen H. Goss chose to not go up for tenure “knowing it would very likely not be successful”  and instead found a nonresearch career in academia .

Associate professor

This is typically a full-time, tenured faculty position with all the freedom that comes with that, as well as all the responsibilities and duties. Some institutions have associate professors who are not tenured, but generally associate professor would be the step after an assistant professor gains tenure. This position can last for a professor’s entire career if they don’t apply for promotion to full professor or if their application is turned down. As with tenure applications, promotions to full professor involve external letters and committee reviews. Unlike with tenure applications, if someone is turned down for promotion as an associate professor, they do not have to leave the university. They can continue their work as before, and, if they want, can apply again. 

Full professor

This is about as senior as you can get in the professor world.  Some reasons people may apply to be full professor would be: respect and prestige, satisfaction, pay raise, eligibility for certain awards and recognition, eligibility to chair a department and serve on certain committees, or generally having more input in how things are run. It may also come with increased academic freedom.

A subcategory here is a chaired professor. An endowed chair position title usually looks something like the “John Doe Professor of Biology” where the name is someone who has donated money for, or endowed, the position. This benefits the professor because, besides respect, it usually comes with funding, so that a part of their salary or some of their research funds come from the endowed position.

Teaching professors

Some schools have the same ranks for teaching professors (assistant teaching professor, associate teaching professor, and full teaching professor) for people devoting their time to teaching. They go through similar steps and tenure review, though the review focuses on their teaching and service rather than research.

Research professors

Many schools have the ranks of research professor (including research assistant professor and research associate professor). These professors dedicate their time to research, generally without teaching responsibilities, and, importantly, without tenure. They typically have fixed-term contracts of one to five years, and while their contracts can potentially be renewed endlessly, they do not gain the protections of tenure. Research professors can carry out many of the same activities as other professors, including obtaining grants and running a lab. They can also run or participate in core facilities, described below.

Associate research scientist

These and similar positions are typically filled by someone who is more knowledgeable and experienced than a postdoc but who does not run their own lab. They may run their own projects in a lab and have a fair amount of independence, while still being in a principal investigator’s lab. Some institutions require postdocs after some number of years (usually five) to either be promoted to this more independent and potentially permanent position or to leave.

This position can mean different things at different institutions. However, often it means a role similar to associate research scientist but with more independence and the expectation to become an assistant professor. Sometimes instructor can mean a job similar to a full-time lecturer.

The meaning of this title seems to vary from institution to institution. Often, it is a full-time, nontenured, teaching position and can be held by someone with an M.S. or Ph.D. Sometimes lecturers have research duties as well. The lecturer title occasionally refers to a part-time teacher, such as an adjunct (see next item).

Adjunct professor

This is part-time teaching position, usually hired on a per-course basis. The degree requirements vary from position to position and school to school. You can read my post about adjunct positions here .

Visiting professor

This title is typically reserved for professors who are temporarily working at another institution. A visiting professor may be a professor who is employed full time elsewhere and is taking a year away or may be someone without a permanent institution who is filling in for a permanent professor who is on sabbatical or medical leave.

Technician or lab manager

The technician and lab manager positions vary a lot. They might maintain stocks of reagents, keep the lab compliant with trainings and safety regulations, spearhead their own projects, write their own papers, and everything in between. They might work for one lab or split their time between a few. They might devote their full time to specific department-wide tasks, such as managing animal colonies. Unlike the other job titles described here that vary from institution to institution, technicians’ jobs can even vary widely between labs at the same institution. One lab might rely on techs to make media while having no expectations that they’ll ever do any experiments, while another might expect them to manage projects like a grad student or postdoc. Some act as trainers for undergrads, too. The job might be full time or part time and can be a fulfilling lifelong career or just a yearlong in-between post for someone thinking about grad school. You can see my previous post about lab techs here .

Core facility manager

Many institutions have core facilities of shared specialized equipment. This might include facilities for advanced microscopy, flow cytometry, genomics and sequencing, tissue culture, antibody production, and more. These facilities are run by experts in these techniques. This means that someone who would like to use a technique in their work but doesn’t fully know how or doesn’t have their own equipment can talk to the core manager and work out how to carry out their desired experiment — and use the core’s facilities to get it done.

The core manger typically is not involved in their own research projects but is hands-on involved in many research projects, in addition to maintaining the necessary equipment. They might run how-to sessions and teach new users how to do experiments using their equipment. They might take in samples from various labs and carry out the necessary analysis or experiments themselves.

This can be an ideal position for someone who has deep expertise on equipment and techniques but doesn’t necessarily want to run their own lab or do their own experiments. In this position, you can stay up to date and on the cutting edge of the science, putting your skills to good use without the stress of running a lab. A subtype of this is the biostatistician and data scientist. With the increase of big data, biostatisticians and data scientists can have their own role in universities. This role is similar to a core manager in that they can take their expertise and help many other scientists with their work.  While there are certainly biostatisticians and data scientists who are professors conducting their own research, there is a growing need at universities for data scientists who function like core facilities, helping other labs analyze their data correctly.

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Elizabeth Stivison is a postdoctoral researcher at Vanderbilt University studying inositol signaling and a careers columnist for ASBMB Today.

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• Utility Menu

FAS Appointment and Promotion Handbook Office for Faculty Affairs ( website ) Faculty of Arts and Sciences Harvard University ( email )

• Descriptions: Assistant Professor, Associate Professor, Convertible Instructor

(1)  Assistant Professor

An assistant professorship is a tenure-track appointment held by individuals who have the promise to produce scholarship and teaching of the highest quality and who have the potential to be competitive for a tenured position in the department within seven years. All formal work for the doctorate must have been completed before the appointment as assistant professor may begin. (As appropriate, a doctorate may not be required for an assistant professor appointment in the arts.) The initial appointment of an assistant professor is ordinarily for a period of five years.

(2)  Associate Professor

An associate professorship is a tenure-track appointment held by individuals who have demonstrated sufficient promise and achievement to potentially qualify for tenure at Harvard within three to five years. Appointments to this rank are ordinarily made by promotion from an assistant professorship. They are occasionally made by external appointment. Candidates should ordinarily have a doctorate (with the exception, as appropriate, of appointments in the arts). Internally promoted associate professors are appointed for a term of four years. Externally appointed associate professors may be appointed for a term of three to five years, depending on prior academic appointment history.

(3)  Convertible Instructor

A convertible instructorship is a temporary position held by an individual who has been hired through a search for an assistant professor but who has not yet completed the requirements for the doctorate. The individual is appointed to an initial one-year convertible instructorship, which will be converted to an assistant professorship according to the timetable shown later in this section.

Note: Generally, candidates may not spend more than eight years on the tenure track. Because reviews should be completed by the end of a candidate’s penultimate year of appointment, candidates generally do not remain in a rank for the maximum appointment limits listed above. Please see Chapter 2, Section A , “Tenure-Track System,” for more information on the tenure track.

Note: With the significant disruptions to professional life resulting from the COVID-19 crisis, the FAS instituted in Spring 2020 a policy of extensions, allowing then-current tenure-track faculty the option of extending their appointment and postponing their promotion review for one semester or a year, depending on their eligibility.  Similarly, FAS faculty whose appointments began in the fall term of 2020 were offered the option to extend their initial appointment by one year. In Spring 2021, recognizing the ongoing impact of COVID-19, the FAS encouraged any interested tenure-track faculty to contact their divisional dean/SEAS Dean if they wished to request an additional year of appointment and tenure-clock extension, for reasons of significant professional and/or personal disruption due to the pandemic. In January 2022, given the continuing impact of the pandemic, the FAS provided the option of a third appointment extension, for any interested tenure-track faculty who have not yet had their review for promotion to tenure and who feel that an extension would help them to address Covid-related impacts on their professional lives.

In addition, the FAS stated in 2021 that it will grant relief from teaching one course for any interested tenure-track colleagues (regardless of dependent-care circumstances) who were on the FAS tenure-track during the 2020-21 academic year and who teach in departments/areas that have a typical teaching load of two courses or more per year. These eligible tenure-track faculty can take this course relief any time before they come up for tenure. This one-time course relief should be arranged in coordination with the department chair/area chair and can be taken during any of the years that the faculty member is on the tenure track. (The one-course reduction cannot be “banked” for use post tenure.)

Moreover, effective July 1, 2023, tenure-track faculty who take a medical leave lasting eight weeks or longer (including medical leave associated with childbirth) will have the option to take a one-year extension to their current appointment as well. During this one-year extension, the faculty member would be eligible for one semester of teaching relief. (For more information, please see Chapter 3H, “Other Leaves (Family [including Parental], Medical, and Personal) and Extensions.”)

Internal and external evaluators in associate reviews should evaluate candidates by using the standard criteria for associate professor provided in Chapter 5 (the “Description” of associate professors). Evaluators should assess a faculty member’s aggregated scholarship, teaching, advising, mentoring, and service without any penalty if the faculty member received teaching relief and/or appointment extension(s) due to the pandemic, medical, or parental leave. For example, if a candidate for promotion to associate professor was given a one-year clock extension and thus came up for associate promotion in the fifth (rather than the ordinary fourth) year after their initial appointment date, their body of work should be evaluated as if they had had four years to work towards associate promotion. Similarly, and for example, if a tenure-track faculty member was given one course of teaching relief, they should be evaluated for associate promotion as if they had taught the course for which they received relief. Clock extensions and teaching relief related to the pandemic, medical leave, or parental leave should not be counted against candidates in any way.

• A. External Appointment to a Tenure-Track Position
• B. Internal Promotion from Assistant Professor to Associate Professor
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• 4. Tenured Professors
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• 6. Second-Year Reviews of Assistant and Externally-Appointed Associate Professors
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• 9. Lecturers, Preceptors, and College Fellows
• 10. Joint and Affiliate Appointments
• 11. Visiting Faculty
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Rank, Duties, and Career Potential of an Associate Professor

The Intermediate Step on the Path to Full Professorship

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Schools operate with a hierarchy of staff and positions, much like other institutions and businesses. All play a necessary role in the overall function of education. The responsibilities and prerogatives of an associate professor contribute to the success and reputation of colleges and universities . The position can be a stepping stone to full professorship or the culminating position of an academic career.

Academic Tenure

An associate professor typically earns tenure , which bestows the freedom and autonomy to pursue studies and conduct work that may disagree with public opinion or authority without fear of losing the job over it. An associate professor must adhere to certain professional and ethical standards, however. While associate professors may pursue controversial topics, they must conduct their inquiry within the accepted guidelines for academic research.

Despite surviving a probationary period that can last seven years to reach associate status, a professor can still lose his or her job for cause, just like an employee in a field other than academia. While most faculty members eventually retire from their positions, a university can take steps to remove a tenured professor in the case of unprofessionalism, incompetence, or financial difficulties. An institution does not bestow tenure automatically after a period of time – a professor must earn the status. A professor with the expressed goal of achieving tenure might be said to be on "tenure track." 

Visiting professors and instructors often teach on year-to-year contracts. Tenured faculty and those working toward tenure usually hold the titles of assistant professor, associate professor, or full professor without any qualifiers, such as adjunct or visiting.

Rank of Associate Professorship

Professorships involve working from one rank to the next level through evaluation of performance. The intermediate rank of an associate professorship falls between an assistant professorship and a position as a full professor. Professors typically rise from assistants to associates when they achieve tenure, which can be a one-shot deal at many institutions of higher learning.

Failure to achieve an associate professorship at the same time as receiving tenure may mean the professor won't get another chance to advance at that particular institution. Nor does an associate professorship guarantee an individual's rise to the rank of a full professorship. Advancement depends on many factors, including the professor's body of work and ongoing performance evaluations.

Duties of Associate Professorship

An associate professor participates in three types of duties that come with a career in academia, just like most other professors: teaching, research, and service.

Professors do more than teach classes. They also conduct scholarly research and present their findings at conferences and through publication in peer-reviewed journals. Service duties include administrative work, such as sitting on committees ranging from curricula development to overseeing workplace safety.

Career Advancement 

Colleges and universities expect associate professors to become more active and take on greater leadership roles as they advance to more senior positions on the faculty. Associate professors are much more integrated into the institution than an adjunct professor . Given that they have earned tenure and cannot be dismissed without due process, associate professors often conduct the service tasks beyond the scope of junior faculty posi tions, such as evaluating colleagues for tenure and promotion. Some professors remain in the associate rank for the remainder of their career, either by choice or by circumstance. Others pursue and achieve promotion to the highest academic rank of full professor.

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NYU is seeking talented, dedicated, and distinguished faculty and researchers to help the University achieve both scholarly eminence in research and the highest levels of pedagogical impact in the classroom and beyond. We invite you to apply to teach, research, or practice your discipline in a vibrant and inspiring environment.

For more information, please review important information about the recruiting and hiring process for full-time faculty and professional research staff, as well our commitment to equal employment opportunity. You can then search or browse our available opportunities below.

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NYU is an Equal Opportunity Employer and is committed to a policy of equal treatment and opportunity in every aspect of its recruitment and hiring process without regard to age, alienage, caregiver status, childbirth, citizenship status, color, creed, disability, domestic violence victim status, ethnicity, familial status, gender and/or gender identity or expression, marital status, military status, national origin, parental status, partnership status, predisposing genetic characteristics, pregnancy, race, religion, reproductive health decision making, sex, sexual orientation, unemployment status, veteran status, or any other legally protected basis. Women, racial and ethnic minorities, persons of minority sexual orientation or gender identity, individuals with disabilities, and veterans are encouraged to apply for vacant positions at all levels.

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Research Appointees

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About the Office of Academic Affairs

Here you will find a summary of resources and guidance for those interested in a new academic appointment at the rank of Research Assistant Professor, Research Associate Professor or Research Professor  within the Biological Sciences Division as well as assistance for current Research Appointees who are interested in the process for reappointment and promotion. Please seek assistance from our office or your department for additional information.

Guidelines for Research Appointees may be downloaded here .  

Research Appointees are important members of our academic community and make numerous important contributions to advance our research mission including running core facilities and working within the laboratory.  Learn more about our different academic appointments here.

This level of appointment is an academic appointment for outstanding doctoral level individuals who participate in the research program of a faculty member, and for whom salary support is generally available from research grants and contracts. Advancement requires high-quality scientific contributions, increasing peer recognition of high-quality scientific accomplishments and participation of research grant support. Appointees in this category are normally full-time salaried employees.

The initial term of appointment for Research Assistant Professors can be made up to three years. The initial term of appointment for Research Associate Professor can be made up to five years. Appointments at the rank of Research Professor are normally made for a term of up to five years.

Appointment proposal

Advisory review by the BSD Committee on Appointments and Promotions (COAP) is normally not required.  The department will prepare and submit a recommendation for the appointment that is reviewed by OAA for completeness, endorsed by the Dean and submitted to the Provost’s office for approval. The original recommendation should be submitted to OAA. 

Components:

_____Updated CV & personal statements (see RA Compendium )

_____Up to 5 exemplary scholarly works

_____Chair’s letter to Dean, which should include proposed compensation  (see RA Compendium )

_____Signed Attestation of funding availability

_____At least 3 letters of assessment from external or internal referees

_____ Search documentation

  ____copy of ad(s) (showing name of publication and date(s) ran)

           ____search narrative memo 

           ____a printout of the Applicant Log that the website automatically prepares 

           ____a printout of the EEO summary report (if available) 

           ____a printout of the Advertisement Preview or copy of Approved Posting Text

_____ Citizenship form 

_____ Visa documentation: J-1 request    including the English Proficiency Checklist (and required documents) or H-1B Processing Request Form 

_____ Five-point letter if candidate is an M.D.

This level of appointment is an academic appointment for outstanding doctoral level individuals who participate in the research program of a faculty member, and for whom salary support is generally available from research grants and contracts. Advancement requires high-quality scientific contributions, increasing peer recognition of high-quality scientific accomplishments and participation of research grant support.   Appointees in this category are normally full-time salaried employees. Reappointment at the rank of Research Assistant Professor can be made for a term of up to 3 years. Reappointment at the rank of Research Associate Professor can be made for terms of up to 5 years. Reappointment at the rank of Research Professor is made for a term of up to 5 years or is designated "without specified limit of time"; the latter does not require reappointment.

• Updated CV & personal statements (see RA Compendium )
• Up to 5 exemplary scholarly works
• Chair’s letter to Dean.  (see RA Compendium ) A complete letter is required every third year at this parenthetical rank.  Chair’s letters for other reappointments may be (not must be) short format; see short form for Research Associate (Assistant Professor).
• Signed Attestation of funding availability
• Visa documentation: J-1 request including the English Proficiency Checklist (and required documents) or H-1B Processing Request Form
• Five-point letter if candidate is an M.D.

You may be recommended for promotion to Research Associate Professor or Research Professor as soon as you qualify.

The department will prepare and submit a recommendation for the appointment that is reviewed by OAA for completeness, endorsed by the Dean and submitted to the Provost’s office for approval. 

Promotions Package:

The University of Chicago uses a new system called Interfolio to manage the promotion process. Please review the following candidate guidelines for more information and specific guidance on preparing your materials 

Candidate guidelines for promotion from Research Assistant Professor to Research Associate Professor .

Candidate guidelines for promotion from Research Associate Professor to Research Professor.

Materials include the following:

• Chair’s letter to Dean  (see RA Compendium )
• Grid of external assessors, their contact information, and rationale for their selection (if not in Chair's letter)
• Letter used to solicit external assessments
• External assessments
• Other concurrences, and documents as customary for a department.  These might include Section Chiefs' letters and reports of internal promotions committees.

Your department will collaborate with you to prepare these materials. 

There is no obligation to promote Research Assistant or Research Associate Professors.

Documents for use by candidates for appointments, reappointments, and promotions of Research Appointees: Research Assistant Professor, Research Associate Professor, and Research Professor– and by those who develop departmental proposals for such actions (AKA RA Compendium)

Guidelines for Research Appointees  

Content of this page is presented for information purposes only, is not intended to create any contract or agreement, and is subject to addition, deletion, and change without prior notice. For definitive information regarding processes, procedures, and policies, contact the BSD Office of Academic Affairs. 

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These ranks are reserved for individuals who are engaged in research and who are not normally assigned teaching responsibilities.   Such positions are typically supported by extramural grant funds and are not tenure‐track appointments.   Faculty who hold these ranks do not vote on Department committees and do not participate in Department governance.

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Research Associate Professor Salary in the United States

Research associate professor salary.

How much does a Research Associate Professor make in the United States? The average Research Associate Professor salary in the United States is $70,239 as of June 27, 2024, but the salary range typically falls between $63,213 and $85,404 . Salary ranges can vary widely depending on many important factors, including education , certifications, additional skills, the number of years you have spent in your profession. With more online, real-time compensation data than any other website, Salary.com helps you determine your exact pay target.

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2032 Associate Research Professor

POSITION IDENTIFICATION

TITLE Associate Research Professor

CLASSIFICATION NUMBER 2032

GRADE Unclassified

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Department Head or Director

MAJOR ADMINISTRATOR Dean

GENERAL FUNCTION

The Associate Research Professor is non-tenure track faculty position with primary responsibilities in research, but according to specific assignments, may be involved in teaching and service. Research Faculty may be initially appointed to service in research centers to conduct research which is partially or totally supported by outside funds.

MINIMUM ACCEPTABLE QUALIFICATIONS

Research Faculty must hold graduate degrees in appropriate disciplines; the qualifications for appointment to the rank are the same as those for the comparative rank for tenure-track faculty. The minimum acceptable qualifications for the position of Associate Research Professor are prescribed in the Faculty Handbook . The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The essential duties and responsibilities of the Associate Research Professor are assigned by the academic department head or director. The Associate Research Professor facilitates a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

SUPERVISION

The Associate Research Professor receives administrative supervision from the department head or director and may exercise supervision of professional research staff, graduate assistants, undergraduate majors, or student employees.

OFFICE OF HUMAN RESOURCES

REVISED FEBRUARY 2012

What They Do

What does a Research Associate Professor do?

The work of a research associate professor is conducting research, publishing papers, and attending conferences. The professor is also tasked with the job of attending academic events and networking with other researchers and field experts, as well as supervising, advising, and mentoring teaching assistants and graduate students.

• Responsibilities
• Skills And Traits
• Comparisions
• Types of Research Associate Professor

Research associate professor responsibilities

Research associate professors play a crucial role in driving research initiatives. They are responsible for conducting studies and analyzing data, as highlighted in the responsibilities: "studied toxicology of nanoparticles on immune, lung and small intestinal cells" and "optimized various cell-based assays and analyzed data to characterize antibody therapeutics for multiple tumor cell lines." They also contribute to major publications, as seen in "contributed to major publications in leading journals including nature materials by providing doe user facilities data as primary or supporting material."

Expert Autumn Mathias Ph.D., LCSW , Associate Professor, emphasizes the importance of quantitative research skills, stating, "This includes attaining coding skills and learning coding languages such as Python, R, and Java." This aligns with the responsibility, "optimized python controlling programs of the integrated optical and electrical setup to make measurements more automatically with less manual operations."

Moreover, research associate professors guide and mentor students, as seen in "guided undergraduate student research projects and provided instructions regarding presentations at hbcu up national research conferences." They also develop research proposals and produce published works on the research, as stated in "developed research proposals, made scholarly presentations to scientists and lay audiences, and produced published works on the research."

Here are examples of responsibilities from real research associate professor resumes:

• Process and manage GIS databases to contribute towards research in human transportation behavior.
• Conduct NIH sponsor studies on HIV/AIDS in African-American and Hispanic populations in Alabama.
• Train students in electron microscopy, laser safety, vacuum technology, chemistry, instrumentation, and other laboratory procedures.
• Identify glucose-induced increases in the phosphorylation levels of interest proteins, including metabolic enzymes and transcription factors by analyzing phosphoproteomics data.

Research associate professor skills and personality traits

We calculated that 15 % of Research Associate Professors are proficient in Public Health , Biomedical , and Research Projects . They’re also known for soft skills such as Interpersonal skills , Speaking skills , and Writing skills .

We break down the percentage of Research Associate Professors that have these skills listed on their resume here:

Conducted survey research, data analysis using quantitative and mixed methodologies in public health research.

Co-founded and co-moderated the inaugural BioMedical Post-Doctoral Research in Progress Spring series.

Guided undergraduate student research projects and provided instructions regarding presentations at HBCU UP National Research Conferences.

Performed appropriate qualitative and quantitative data analysis and developed performance measures, evaluation designs and analytic methods with SAS and ACCESS.

Served as the Principal Investigator on an R01 NIH grant to investigate novel mechanisms of drug resistance in cancer.

Manage external consultants in identification of data needs of project and supervise their data collection from Managed Care Organization data sources.

Most research associate professors use their skills in "public health," "biomedical," and "research projects" to do their jobs. You can find more detail on essential research associate professor responsibilities here:

Interpersonal skills. To carry out their duties, the most important skill for a research associate professor to have is interpersonal skills. Their role and responsibilities require that "postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees." Research associate professors often use interpersonal skills in their day-to-day job, as shown by this real resume: "demonstrated strong communications and interpersonal skills serving as a liaison between patients and client to collect information necessary for future analysis. "

Speaking skills. Many research associate professor duties rely on speaking skills. "postsecondary teachers need good communication skills to present lectures and provide feedback to students.," so a research associate professor will need this skill often in their role. This resume example is just one of many ways research associate professor responsibilities rely on speaking skills: "presented research findings in national and international conferences. "

Writing skills. research associate professors are also known for writing skills, which are critical to their duties. You can see how this skill relates to research associate professor responsibilities, because "postsecondary teachers need strong writing ability to publish original research and analysis." A research associate professor resume example shows how writing skills is used in the workplace: "conducted statistical analyses and writing programs in sas and stata for sophisticated multivariate linear or non-linear regression. "

All research associate professor skills

The three companies that hire the most research associate professors are:

• University of Pennsylvania 8 research associate professors jobs
• UT Health East Texas 3 research associate professors jobs
• PSEA 3 research associate professors jobs

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Research associate professor vs. science faculty member.

A science faculty member teaches the science subject and facilitates laboratory activities. They can work in elementary schools, high schools, and even colleges and universities. Their responsibilities typically include developing lesson and coursework plans, preparing teaching materials, conducting quizzes and examinations, establishing guidelines, and monitoring the students' academic progress, assisting them when necessary. Moreover, as a science faculty member, it is essential to maintain an active communication line with the faculty staff and keep a safe and healthy classroom environment for the students.

These skill sets are where the common ground ends though. The responsibilities of a research associate professor are more likely to require skills like "public health," "biomedical," "research projects," and "sas." On the other hand, a job as a science faculty member requires skills like "philosophy," "social work," "scholarship," and "anatomy." As you can see, what employees do in each career varies considerably.

Research associate professor vs. Adjunct biology instructor

An adjunct biology instructor is an adjunct faculty member whose responsibility is to teach biology-related courses. Adjunct biology instructors are educators who are employed on a part-time or contractual basis. Typically, they teach prep or introductory undergraduate courses every semester for the entire academic year. The instructors conduct lectures and lab experiments and other activities. It is expected of them to maintain equipment, reagent inventories, and labs. They also provide assistance in developing and revising the necessary courses.

Each career also uses different skills, according to real research associate professor resumes. While research associate professor responsibilities can utilize skills like "public health," "biomedical," "research projects," and "sas," adjunct biology instructors use skills like "anatomy," "student learning," "general biology," and "learning outcomes."

Research associate professor vs. Science department chairperson

A Biology Instructor is a teacher responsible for educating students on biology either in middle school, high school, or at a college level. They are responsible for creating a learning curriculum that covers scientific investigations and lab experiments. They must also design student assessment programs, liaise with parents on student growth, and create school policies and regulations. Other duties include coordinating field trips, attending staff meetings, and establishing student rapport.

Some important key differences between the two careers include a few of the skills necessary to fulfill the responsibilities of each. Some examples from research associate professor resumes include skills like "public health," "biomedical," "research projects," and "sas," whereas a science department chairperson is more likely to list skills in "classroom management," "science curriculum," "chemistry," and "anatomy. "

Research associate professor vs. Biology instructor

Types of research associate professor.

• Graduate Research Student
• Research Fellow
• Research Scientist

Science Faculty Member

• Biology Instructor

Updated June 25, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

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Dr. Gale M. Lucas Promoted to Research Associate Professor

ICT would like to celebrate Dr. Gale M. Lucas , Director, Technology Evaluation Lab , ICT, on her promotion to Research Associate Professor, USC Viterbi School of Engineering. 

Dr. Lucas holds a BA in Psychology from Willamette University, a PhD in Psychology from Northwestern University, and did her postdoctoral study in Human-Computer Interaction at the University of Southern California (USC). She joined ICT in 2013 as a Postdoc in the Affective Computing Lab, became a Research Assistant Professor of Computer Science and Civil and Environmental Engineering at USC Viterbi School of Engineering in July 2018, and then was promoted to Research Associate Professor in July 2024. 

As Director of ICT’s Technology Evaluation Lab, Dr. Lucas conducts lines of research in Human-Computer Interaction (HCI), Human-Robot Interaction (HRI) and Human-Building Interaction (HBI) with the goal to optimize interaction, and subsequent outcomes, between humans and social intelligence, including virtual agents, social robots, and other social interfaces in the built environment. 

Alongside her role as Research Associate Professor, VSOE and Director, Technology Evaluation Lab, ICT, Dr. Lucas continues to serve as Co-Director of CENTIENTS, Center for Intelligent Environments, a cross-disciplinary partnership with the Sonny Astani Department of Civil and Environmental Engineering at the University of Southern California.  

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For more background on Dr. Lucas’s work, please read this essay which she wrote to celebrate #ICT25: Using AI to Help Humans and watch this video:

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Established in 1999, the USC Institute for Creative Technologies (ICT) is a Department of Defense (DoD) University Affiliated Research Center (UARC), sponsored by the US Army. Harnessing Hollywood-derived creativity with academic innovation and military-domain expertise, ICT conducts award-winning R&D in Artificial Intelligence (AI), Computer Graphics, Geospatial Sciences, Human Performance, Learning Sciences, Modeling, Simulation & Gaming, Mixed Reality (MxR), Medical VR, Narrative, and Virtual Humans. ICT accomplishments include: 2,000 Peer-Reviewed Publications with 100,000+ Citations; 140+ Honors and Awards Highlighting Faculty and Staff; 49 Hollywood Movies/Series use ICT Technologies; 278 Intellectual Property Disclosures; 29 Patents; 3 AAAI Fellows and 2 Academy Awards (Science & Technology).

The project or effort depicted was or is sponsored by the U.S. Government and that the content of the information does not necessarily reflect the position or the policy of the Government, and no official endorsement should be inferred.

Xiaosong Li Named Associate Dean for Research

Chemistry professor Xiaosong Li has been appointed associate dean for research in the University of Washington’s College of Arts and Sciences. Li, the Larry R. Dalton Endowed Chair in Chemistry, most recently served as associate vice provost for research cyberinfrastructure in the UW Office of Research. He began his new position in Arts and Sciences on July 1.

“I’m delighted to welcome Xiaosong Li into his new leadership role in the College. He brings with him considerable research and administrative experience that will be of great value to faculty across the college’s four divisions,” says Dianne Harris, dean of the College of Arts and Sciences. “He has the knowledge, enthusiasm, and curiosity that are essential for success in the role, and for addressing the College’s increasingly complex research needs in our richly multi-disciplinary environment.”

Internationally recognized for his work in time-dependent quantum theory and relativistic electronic structure methods, Li has a passion for collaborative research and a depth of experience in research administration. He received his Ph.D. in chemistry from Wayne State University in 2003, and after serving as a postdoctoral researcher at Yale University, he joined the University of Washington in 2005. In addition to his faculty position in the Department of Chemistry, he is a lab fellow at Pacific Northwest National Laboratory and serves as executive director of the National Science Foundation MRSEC Molecular Engineering Materials Center.

Li’s research has been published in 300 peer-reviewed publications, and he has developed several computational software packages. His impressive awards and honors include a Sloan Research Fellowship, the National Science Foundation CAREER Award, the American Chemical Society Jack Simons Award in Theoretical Physical Chemistry, and the University of Washington Distinguished Teaching Award. He has been named a Fellow of the American Physics Society and the Royal Society of Chemistry and is an elected member of the Washington State Academy of Sciences.

He has the knowledge, enthusiasm, and curiosity that are essential... for addressing the College’s increasingly complex research needs in our richly multi-disciplinary environment. Dianne Harris Dean, UW College of Arts & Sciences

In his new role in Arts and Sciences, Li is responsible for the strategy, operations, and implementation of the College’s research program, which in the past fiscal year totaled over $120 million in grant funding. Critical to this position is the ability to elevate the research enterprise in the College, including a focus on supporting faculty research across divisions and on grantsmanship. 

“As a longtime faculty member and researcher in the College of Arts and Sciences, I look forward to supporting and advancing the work of researchers across the College and addressing College needs related to technology and facilities,” Li says. “I’m eager to get started.”

Li succeeds Steve Majeski, who served in a similar role as the College’s associate dean for research and infrastructure since 2010. “Steve Majeski has seen the College through a period of tremendous change in the research landscape,” says Harris. “We are grateful for all he has accomplished during his 15 years in this complex leadership role.”

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Associate Professor Dr. Cedric Fichot’s research group publishes in Remote Sensing of Environment and Environmental Science & Technology

• By: Amelia Layne
• July 3, 2024

Recently graduated PhD student, Dr. Joshua P. Harringmeyer , graduate student Matthew Weiser , research specialist Dr. Nilotpal Ghosh and Associate Professor Dr. Cédric Fichot along with collaborators from Caltech Jet Propulsion Laboratory and UMass Dartmouth recently published in the journal Remote Sensing of Environment. The research paper titled “A hyperspectral view of the nearshore Mississippi River Delta: Characterizing suspended particles in coastal wetlands using imaging spectroscopy” was an outcome of a multi-institutional collaborative project (DeltaX) funded by the NASA Science Mission Directorate’s Earth Science Division through the Earth Venture Suborbital-3 Program.

Link to Paper: https://doi.org/10.1016/j.rse.2023.113943

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