Michelle Arnold, Ph.D. Assistant Professor of Microbiology and Immunology

1. Satellites looking for a planet while avoiding collisions: leading and organizing fragmented faculty on a research campus What are the challenges of engaging, motivating, and organizing faculty at a research and professional education campus? Michelle Arnold, Ph.D. Assistant Professor of Microbiology and Immunology President, Faculty Senate LSU Health Sciences Center in Shreveport Disclaimer: This presentation reflects my views as an Assistant Professor, academician, advocate, and activist. These views may not be shared by my colleagues.

2. A brief history of LSU Health Sciences Center in Shreveport 1876 – Charity Hospital established in Shreveport 1953 – Renamed Confederate Memorial Medical Center and moved to current location 1965 – LSU School of Medicine in Shreveport authorized by the Louisiana Legislature 1965 – School of Graduate Studies established as part of the LSU Medical Center 1969 – First class of 32 medical students began at the nearby VA Medical Center 1974 – First class of graduate students began (first graduates in 1978) 1975 – The medical building we use today was completed 1976 – Confederate Memorial became part of the LSU System 1977 – School of Allied Health Professions was established (first graduates in 1980) 2013 – After more than 150 years, the hospitals in Shreveport and Monroe transitioned from public to private entities

3. University administration at LSUHSC-S Chancellor Dean of Medical School Chair of OMS Vice-Chancellor for Administration Vice-Chancellor for Academic Affairs Vice-Chancellor for Clinical Affairs Vice-Chancellor for Research Dean of Allied Health Dean of Graduate School Associate Dean of Research 17 Clinical Science Departments 5 Basic Science Department 5 Allied Health Departments 450 faculty 600 residents and fellows 800 students

4. Faculty Academic Ranks at LSUHSC-S (1/2) • Basic Science Departments (5) • Professor • Associate Professor • Assistant Professor • Research Assistant Professor (non-tenure track) • Instructor (non-tenure track) • Medical Library Science (also listed as a Basic Science Dept) • Librarian • Associate Librarian • Assistant Librarian • General Librarian (non-tenure track) • Clinical Departments (17) • Professor • Associate Professor • Assistant Professor • Professor of Clinical _____ (non-tenure track) • Associate Professor of Clinical _____ (non-tenure track) • Assistant Professor of Clinical _____ (non-tenure track) ~60 ~10 14 ~210 ~20

5. Faculty Academic Ranks at LSUHSC-S (2/2) • Allied Health (5) • Professor • Associate Professor • Assistant Professor • Instructor (non-tenure track) • Professor of Clinical _____ (non-tenure track) • Associate Professor of Clinical _____ (non-tenure track) • Assistant Professor of Clinical _____ (non-tenure track) ~35 Total ~350 + Administrators/other ranks = ~450

6. Problems with organizing a fragmented faculty(in no particular order) • (Perceived) lack of interaction between clinical and research faculty • (Perceived) lack of transparency from administration generates distrust • Extreme demands on physicians to see patients in an effort to raise money for institutional support (especially in dire financial circumstances) • Clinical faculty/physicians rarely show up for Medical School classroom teaching • Does not include teaching in the clinic • Same problem does not exist in Graduate School or School of Allied Health Prof. • Lack of academic experience amongst clinical faculty/physicians • Are we an academic medical center or hospital/clinical practice? • Comfortable position with 100% salary support (controversial topic)

7. How do we change attitudes, and encourage faculty to take an interest in their institution? • Perceptions amongst some faculty that we interact enough with our community • We do not; e.g. four years after separation, Shreveport residents do not understand the difference between the Medical School (state) and the hospital (private partner) • Perceptions amongst faculty that administrators (Chancellor, Vice-Chancellor, Dept. Chairs) do not listen to the faculty, so why bother • Authoritarian vs democratic leadership • How do you ask for a raise when the institution cannot make payroll • Perceptions that hierarchy of authority must be followed • From personal experiences, some Dept. Chairs think it is inappropriate for me in my role as President of the Faculty Senate to make requests or suggestions, because I am an Assistant Professor • Perceptions that “rocking the boat” will cause greater problems or lead to job loss