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CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation: Difference between revisions
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CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation (view source)
Revision as of 12:11, June 19, 2020
, June 19, 2020→Annual activity expectations for doctorally-prepared faculty
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===Annual activity expectations for doctorally-prepared faculty=== | ===Annual activity expectations for doctorally-prepared faculty=== | ||
<p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice. The two selected primary areas of accomplishment (Teaching, Scholarship (teaching, research, practice) service/practice should be complimentary; one should support the other.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice. The two selected primary areas of accomplishment (Teaching, Scholarship (teaching, research, practice) service/practice should be complimentary; one should support the other.</p> | ||
===Annual Review of Research Effort with Associated Metrics=== | |||
<p style="margin-bottom:15px;max-width:70em !important;">For faculty with FTE of < .20. Prior to Annual Evaluation with faculty, Mentor (if appropriate), Asst. Dean (or supervisor) and Associate Dean of Research and/or Associate Dean of Practice or Associate Dean of Academics shall meet to negotiate on Scholarship FTE for the following year.</p> | |||
<p style="margin-bottom:15px;max-width:70em !important;">For faculty with FTE > .30. A meeting every 6 months with faculty, Mentor (if appropriate) , Asst. Dean (or supervisor) and Associate Dean of Research for the first 3 years with this FTE allocation prior to Annual Evaluation of faculty. ADR and Assistant Dean should negotiate on research FTE for the following year. See table below for proposed Metrics associated with FTE allocation for all doctorally prepared faculty.</p> | |||
<p style="margin-bottom:15px;max-width:70em !important;">Table 1. Metrics and Review Schedule for Doctoral Prepared Faculty </p> | |||
====Educator Scholar==== | ====Educator Scholar==== | ||
<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated in the role of educator, faculty will have a program of scholarship for knowledge development related to teaching and training programs that contributes to the tripartite mission of the CON. Faculty will disseminate results in publications and presentations. Faculty will want to be recognized for teaching excellence beyond course evaluations, such as in requests for teaching consultation, service on local, regional, national and international boards, recipient of teaching awards, textbook awards, etc. Faculty who are focused on teaching excellence should negotiate substantial time for teaching scholarship, grant funding must be obtained, such as with training grants and funding for teaching innovations. </p> | <p style="margin-bottom:15px;max-width:70em !important;">It is anticipated in the role of educator, faculty will have a program of scholarship for knowledge development related to teaching and training programs that contributes to the tripartite mission of the CON. Faculty will disseminate results in publications and presentations. Faculty will want to be recognized for teaching excellence beyond course evaluations, such as in requests for teaching consultation, service on local, regional, national and international boards, recipient of teaching awards, textbook awards, etc. Faculty who are focused on teaching excellence should negotiate substantial time for teaching scholarship, grant funding must be obtained, such as with training grants and funding for teaching innovations. </p> | ||