CON Guidelines for Doctorally Prepared Faculty Role Differentiation: Difference between revisions

<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 that in the role of researcher, faculty will have a research program for knowledge development (efficacy), effectiveness (testing in real world settings) or implementation science (integrated into systems, community etc.) that contributes to the tripartite mission of the CON. Their efforts should be disseminated in publications and presentations which indicate productivity as a researcher. Grant submissions and funding mechanisms must be pursued and is required in order for a faculty who wants to be recognized for research excellence in their faculty role and to negotiate substantial time for research. Research  faculty should be leaders in local, regional, and national arenas with such activities as serving on research boards or councils, journal boards and study sections, councils for professional research organizations.</p>