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                 <td>Revised: September 2006<br />Revised: January 2008<br />Revised: August 2009<br />Revised: [[Special:PermanentLink/11120|August 2010]]<br />Reviewed: [[Special:PermanentLink/11994|January 2015]]<br />Revised: November 2020 ([[Special:Diff/11994/15694|changes]])<br />Revised: February 2024 ([[Special:Diff/15694/{{REVISIONID}}|changes]])</td>
                 <td>Revised: September 2006<br />Revised: January 2008<br />Revised: August 2009<br />Revised: [[Special:PermanentLink/11120|August 2010]]<br />Reviewed: [[Special:PermanentLink/11994|January 2015]]<br />Revised: November 2020 ([[Special:Diff/11994/15694|changes]])<br />Revised: February 2024 ([[Special:Diff/15694/16150|changes]])<br />Revised: May 2024 ([[Special:Diff/16150/{{REVISIONID}}|changes]])</td>
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     <td colspan="2" valign="top">Related documents:<br /><div style="margin-left:3em; line-height:1.2;">4.4.8 Specialty Coordinator for Professional Graduate Track<br />Appendix A1 Standards and Guidelines for Promotion and Tenure for Academic Rank<br />Appendix A2 Standards and Guidelines for Promotion for Clinical Rank<br />Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing;<br />AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing<br />Board of Regents bylaws<br />Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie
     <td colspan="2" valign="top">Related documents:<br /><div style="margin-left:3em; line-height:1.2;">Policy 4.4.8 Specialty Coordinator for Professional Graduate Track<br />Appendix A1 Standards and Guidelines for Promotion and Tenure for Academic Rank<br />Appendix A2 Standards and Guidelines for Promotion for Clinical Rank<br />Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing;<br />AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing<br />Board of Regents bylaws<br />Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie
Foundation for the Advancement of Teaching and Learning.</div></td>
Foundation for the Advancement of Teaching and Learning.</div></td>
     </tr>
     </tr>
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     </li>
     <li>Consistent with the promotion and tenure documents faculty select their preferred roles based on rank. Work allocation is differentiated based on faculty role. </li>
     <li>Consistent with the promotion and tenure documents faculty select their two areas of focus. Work allocation is decided by the nursing leadership and based on the needs of the College of Nursing. </li>
     <li>Faculty are encouraged, in collaboration with their supervisor, to focus their professional development in two of three areas (teaching, scholarship (in teaching, research, practice), or professional service) as consistent with the Promotion and Tenure Standards and Guidelines.</li>
     <li>Faculty are encouraged, in collaboration with their supervisor, to focus their professional development in two of three areas (teaching, scholarship (in teaching, research, practice), or professional service) as consistent with the Promotion and Tenure Standards and Guidelines.</li>
     <li>The work of the CON faculty will fulfill the educational mission aligned with existing resources.</li>
     <li>The work of the CON faculty will fulfill the educational mission aligned with existing resources.</li>
     <li>The CON supports all forms of scholarship: teaching, shcolarly activity, and professional service (including practice) defined as: generating new knowledge, translating knowledge, and disseminating knowledge to the professional community and the public.</li>
     <li>The CON supports all forms of scholarship: (teaching, scholarship (in teaching, research, or practice), or professional service) defined as: generating new knowledge, translating knowledge, and disseminating knowledge to the professional community and the public.</li>
     <li>The goal of this document is to provide a framework within which faculty members, their division assistant deans, and associate deans and program directors collaborate to meet the college’s mission, support the strategic plan, and foster individual faculty growth, development, productivity, and success. Effort allocation guidelines are designed to promote faculty effectiveness to meet the mission, goals and strategic
     <li>The goal of this document is to provide a framework within which faculty members, their division assistant deans, and associate deans and program directors collaborate to meet the college’s mission, support the strategic plan, and foster individual faculty growth, development, productivity, and success. Effort allocation guidelines are designed to promote faculty effectiveness to meet the mission, goals and strategic
directions of the College of Nursing.</li>
directions of the College of Nursing.</li>
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====2.1&nbsp;&nbsp;&nbsp;&nbsp;Teaching====
====2.1&nbsp;&nbsp;&nbsp;&nbsp;Teaching====
<p style="margin-bottom:15px;max-width:70em !important;">Teaching is a core value and all faculty are expected to have a teaching assignment. Faculty who has identified teaching as a priority focus area are expected to fully engage in those efforts, with the support of their division assistant dean and the Associate Dean for
<p style="margin-bottom:15px;max-width:70em !important;">Teaching is a core value; all faculty are expected to have a teaching assignment. Faculty who has identified teaching as a priority focus area are expected to fully engage in those efforts, with the support of their division assistant dean and the Associate Dean for
Academic Programs.</p>
Academic Programs.</p>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on teaching and scholarship and may vary depending on funding and progress towards goals is:</p>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on teaching and scholarship and may vary depending on funding and progress towards goals is:</p>
<ul>
<ul>
     <li>70% (.70 FTE) teaching in a semester</li>
     <li style="text-indent:1em;">70% (.70 FTE) teaching</li>
     <li>10% service in a semester</li>
     <li style="text-indent:1em;">10% service in a semester</li>
     <li>20% teaching scholarship in a semester (See Section 2.5 for examples of teaching scholarship)</li>
     <li style="text-indent:1em;">20% teaching scholarship</li>
</ul>
</ul>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for teaching faculty who do not have allocated time for scholarship is:</p>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for teaching faculty who do not have allocated time for scholarship is:</p>
<ul>
<ul>
     <li style="text-indent:1em;">90% (.90 FTE) teaching in a semester</li>
     <li style="text-indent:1em;">90% (.90 FTE) teaching</li>
     <li style="text-indent:1em;">10% service in a semester</li>   
     <li style="text-indent:1em;">10% service</li>   
</ul>
</ul>
<!--
<p style="margin-bottom:15px;max-width:70em !important;">Division Assistant Deans and faculty may negotiate for an alteration in teaching based on other workload considerations.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Division Assistant Deans and faculty may negotiate for an alteration in teaching based on other workload considerations.</p>
-->


====2.2&nbsp;&nbsp;&nbsp;&nbsp;Research====
====2.2&nbsp;&nbsp;&nbsp;&nbsp;Scholarship====
<p style="margin-bottom:15px;max-width:70em !important;">Research is a vital component of the mission of the UNMC College of Nursing, and the college is committed to increasing its research efforts. Faculty who has identified research as a priority focus area of scholarship are expected to fully engage in those efforts, with the support of their division assistant dean, the Associate Dean of Research, and the Niedfelt Nursing
<p style="margin-bottom:15px;max-width:70em !important;">Scholarship is highly valued by the CON and university. Scholarship is defined broadly in the College of Nursing, using Boyer’s model as the framework for the types of scholarship that contribute to achieving the college’s mission. Thus, scholarship includes the scholarship of discovery, dissemination, application, and integration. It is an expectation that all doctoral prepared faculty in the CON actively engage in scholarship. According to the AACN (White Paper, 2018) scholarship in nursing can be defined as the generation, synthesis, translation, application, and dissemination of knowledge that aims to improve health and transform health. It is the communication of knowledge generated through multiple forms of inquiry that inform clinical practice, nursing education, policy, and healthcare delivery. Scholarship is inclusive of discovery, integration, application, and teaching (Boyer, 1999). The hallmark attribute of scholarship is the cumulative impact of the scholar’s work on the field of nursing and health care (Newhouse et. al., (2018). Defining scholarship for academic nursing. AACN White Paper.)</p>
Research Center (NNRC).</p>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on research scholarship and teaching and may vary depending on funding and progress towards goals is:</p>
<ul>
    <li style="text-indent:1em;">40% teaching in a semester</li>
    <li style="text-indent:1em;">50% research in a semester (See Section 2.5 for examples ofr research scholarship)</li>
    <li style="text-indent:1em;">10% service in a semester</li>
</ul>
 
====2.3&nbsp;&nbsp;&nbsp;&nbsp;Practice====
<p style="margin-bottom:15px;max-width:70em !important;">Practice is another area valued within the college of nursing. Practice is considered with professional service in the Promotion and Tenure Standards and Guidelines. The CON supports all types of faculty practice for purposes of teaching, maintaining credentialing and scholarship.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Nurse practitioner faculty are expected to keep current their knowledge and skills to support continued licensure and certification, and quality nursing education. However, practice is not limited to APRNs.</p>
<p style="margin-bottom:15px;max-width:70em !important;">The most desired models of practice are CON reimbursed practice through the Morehead Center, as this provides the opportunity for practice time to contribute to the resources of the CON and engages faculty fully in practices addressing the full range of reimbursement and
billing issues. Faculty practice not reimbursed is not considered in workload. A faculty practice of one day per week is allocated 20% time per semester. If faculty want to practice more than one day per week, additional FTE can be negotiated based on overall needs of the college. If additional time is needed for documentation, on-call, or care coordination, it is included in the negotiations with the practice agency so the time is reimbursed.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Faculty have the privilege of engaging in outside work up to 16 hours per month according to the Board of Regents bylaws (Outside Employment Policy #1049). Such work is outside the faculty effort allocation guidelines, but per university policy, it is expected that faculty members complete the Outside Employment Form and submit it to their supervisor.</p>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on practice and teaching and may vary depending on funding and progress towards goals is:</p>
<ul>
      <li style="text-indent:1em;">60% teaching in a semester</li>
      <li style="text-indent:1em;">20% funded practice in a semester</li>
      <li style="text-indent:1em;">10% service in a semester</li>
      <li style="text-indent:1em;">10% scholarship in a semester if appropriate for identified goals (See Section 2.5 for examples of practice scholarship)</li>
</ul>
====2.4&nbsp;&nbsp;&nbsp;&nbsp;Professional Service====
<p style="margin-bottom:15px;max-width:70em !important;">Professional service is important to the university and community. Faculty are asked to participate in service activities that align with mission of the CON, UNMC, and the profession. Faculty members are allocated 10% (60 hours/semester) effort for service. As rank progresses
from assistant, associate, to full professor, the level of service could change with dean approval</p>
<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of service activities:</p>
<ul>
      <li style="text-indent:1em;">Chair or co-chair or member of committees within the CON or university</li>
      <li style="text-indent:1em;">Professional service provided to community groups</li>
      <li style="text-indent:1em;">Committee/task force service to local, regional, national, international professional organizations</li>
      <li style="text-indent:1em;">Holding a leadership position in a professional organization</li>
      <li style="text-indent:1em;">Serving on a PhD dissertation committee.</li>
</ul>
====2.5&nbsp;&nbsp;&nbsp;&nbsp;Scholarship====
<p style="margin-bottom:15px;max-width:70em !important;">Scholarship is highly valued by the CON and university. Scholarship is defined broadly in the College of Nursing, using Boyer’s model as the framework for the types of scholarship that contribute to achieving the college’s mission. Thus, scholarship includes the scholarship of
discovery, dissemination, application, and integration. An ongoing record of research and
scholarship (external dissemination of project results, writing grants and manuscripts) is
required of active research faculty to attain tenure. According to the AACN (White Paper, 2018)
scholarship in nursing can be defined as the generation, synthesis, translation, application, and
dissemination of knowledge that aims to improve health and transform health. It is the
communication of knowledge generated through multiple forms of inquiry that inform clinical
practice, nursing education, policy, and healthcare delivery. Scholarship is inclusive of discovery,
integration, application, and teaching (Boyer, 1999). The hallmark attribute of scholarship is the
cumulative impact of the scholar’s work on the field of nursing and health care (Newhouse et.
al., (2018). Defining scholarship for academic nursing. AACN White Paper.)</p>
<p style="margin-bottom:15px;max-width:70em !important;">Faculty are responsible to seek and bring in funding to support their scholarship if funding is required to conduct the investigation. Investment time received for scholarship carries the expectation that the faculty will become funded and disseminate teaching, research, and
<p style="margin-bottom:15px;max-width:70em !important;">Faculty are responsible to seek and bring in funding to support their scholarship if funding is required to conduct the investigation. Investment time received for scholarship carries the expectation that the faculty will become funded and disseminate teaching, research, and
practice scholarship for this effort allocation (See Appendix B1). Tangible outcomes, such as funded grants, contracts, and publications, are considered examples of productivity. It is an expectation that faculty with active programs of scholarship will establish annual goals with specific outcomes for their continued FTE effort. After the first three years of employment, faculty members who are research active are expected to have research time reimbursed by grant funding, or to negotiate with their assistant dean and associate dean for research if they need time to write grant proposals. A faculty member may negotiate for a reduction in teaching
practice scholarship for this effort allocation (See Appendix B1). Tangible outcomes, such as funded grants, contracts, and publications, are considered examples of productivity. It is an expectation that faculty with active programs of scholarship will establish annual goals with specific outcomes for their continued FTE effort.</p>
or service load to supplement the time funded by the grant, depending on needs related to the grant and college needs related to teaching effort. Any additional reduction in teaching or service will end when the grant funding ends.</p>
<p style="margin-bottom:15px;max-width:70em !important;">After the first three years of employment, faculty members who declare scholarship as one of their areas of emphasis are expected to have pilot data and first author publications demonstrating movement toward allocated effort reimbursed by grant funding. If the faculty does not meet the above standards, faculty can negotiate with their assistant dean to determine if they will continue at the same level of research effort, reduce the research effort, or move to a clinical track.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Faculty who does not engage in scholarship will have the FTE allocated to scholarship reassigned to teaching. Doctorally-prepared faculty not wishing to participate in scholarship activities or not meeting their expected scholarship goals, will allocate their effort to the
<p style="margin-bottom:15px;max-width:70em !important;">Doctoral-prepared faculty not wishing to participate in scholarship activities or not meeting their expected scholarship goals, will be evaluated if their effort to the teaching and/or practice missions commensurate with the FTE effort that had been allocated.</p>
teaching and/or practice missions commensurate with the FTE effort that had been allocated.</p>
<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of scholarship in the areas of teaching, research, and practice. These are consistent with promotion & tenure (P&T) criteria.</p>
<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of scholarship in the areas of teaching, research, and practice. These are consistent with promotion & tenure (P&T) criteria.</p>
<p>Examples of teaching scholarship may include:</p>
<p>Examples of teaching scholarship may include:</p>
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     <li style="text-indent:1em;">Regional, national, international presentations of learner-centered strategies and evaluation</li>
     <li style="text-indent:1em;">Regional, national, international presentations of learner-centered strategies and evaluation</li>
     <li style="text-indent:1em;">Editor of an education journal</li>
     <li style="text-indent:1em;">Editor of an education journal</li>
     <li style="text-indent:1em;">Development of evidence based guidelines</li>
     <li style="text-indent:1em;">Development of evidence-based guidelines</li>
     <li style="text-indent:1em;">Program consultant</li>
     <li style="text-indent:1em;">Program consultant</li>
     <li style="text-indent:1em;">New course development and evaluation</li>
     <li style="text-indent:1em;">New course development and evaluation</li>
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<ul style="max-width:67em !important;">
<ul style="max-width:67em !important;">
     <li style="text-indent:1em;">Recipient of intramural and extramural practice related grants</li>
     <li style="text-indent:1em;">Recipient of intramural and extramural practice related grants</li>
    <li style="text-indent:1em;">Author of practice related peer-reviewed publications on practice innovations and/or evaluations</li>
     <li style="text-indent:1em;">Develop innovations in clinical teaching and disseminate through peer reviewed
     <li style="text-indent:1em;">Develop innovations in clinical teaching and disseminate through peer reviewed
publications and regional, national, or international presentations</li>
publications and regional, national, or international presentations</li>
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     <li style="text-indent:1em;">Translate and evaluate research into practice</li>
     <li style="text-indent:1em;">Translate and evaluate research into practice</li>
     <li style="text-indent:1em;">Develop disease state management protocols</li>
     <li style="text-indent:1em;">Develop disease state management protocols</li>
</ul>
<!--
====2.2&nbsp;&nbsp;&nbsp;&nbsp;Research====
<p style="margin-bottom:15px;max-width:70em !important;">Research is a vital component of the mission of the UNMC College of Nursing, and the college is committed to increasing its research efforts. Faculty who has identified research as a priority focus area of scholarship are expected to fully engage in those efforts, with the support of their division assistant dean, the Associate Dean of Research, and the Niedfelt Nursing
Research Center (NNRC).</p>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on research scholarship and teaching and may vary depending on funding and progress towards goals is:</p>
<ul>
    <li style="text-indent:1em;">40% teaching in a semester</li>
    <li style="text-indent:1em;">50% research in a semester (See Section 2.5 for examples ofr research scholarship)</li>
    <li style="text-indent:1em;">10% service in a semester</li>
</ul>
-->
====2.3&nbsp;&nbsp;&nbsp;&nbsp;Practice====
<p style="margin-bottom:15px;max-width:70em !important;">Practice is another area valued within the college of nursing. Practice is considered with professional service in the Promotion and Tenure Standards and Guidelines. The CON supports all types of faculty practice for purposes of teaching, maintaining credentialing and scholarship.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Nurse practitioner faculty are expected to keep current their knowledge and skills to support continued licensure and certification, and quality nursing education. However, practice is not limited to APRNs.</p>
<p style="margin-bottom:15px;max-width:70em !important;">The most desired models of practice are CON reimbursed practice through the Morehead Center, as this provides the opportunity for practice time to contribute to the resources of the CON and engages faculty fully in practices addressing the full range of reimbursement and
billing issues. Faculty practice not reimbursed is not considered in workload. A faculty practice of one day per week is allocated 20% time per semester. If faculty want to practice more than one day per week, additional FTE can be negotiated based on overall needs of the college. If additional time is needed for documentation, on-call, or care coordination, it is included in the negotiations with the practice agency so the time is reimbursed.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Faculty have the privilege of engaging in outside work up to 16 hours per month according to the Board of Regents bylaws (Outside Employment Policy #1049). Such work is outside the faculty effort allocation guidelines, but per university policy, it is expected that faculty members complete the Outside Employment Form and submit it to their supervisor.</p>
<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on practice and teaching and may vary depending on funding and progress towards goals is:</p>
<ul>
      <li style="text-indent:1em;">60% teaching</li>
      <li style="text-indent:1em;">20% funded practice</li>
      <li style="text-indent:1em;">10% service</li>
      <li style="text-indent:1em;">10% scholarship</li>
</ul>
====2.4&nbsp;&nbsp;&nbsp;&nbsp;Professional Service====
<p style="margin-bottom:15px;max-width:70em !important;">Professional service is important to the university and community. Faculty are asked to participate in service activities that align with mission of the CON, UNMC, and the profession. Faculty members are allocated 10% (60 hours/semester) effort for service. As rank progresses
from assistant, associate, to full professor, the level of service could change with dean approval.</p>
<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of service activities:</p>
<ul>
      <li style="text-indent:1em;">Chair or co-chair or member of committees within the CON or university</li>
      <li style="text-indent:1em;">Professional service provided to community groups</li>
      <li style="text-indent:1em;">Committee/task force service to local, regional, national, international professional organizations</li>
      <li style="text-indent:1em;">Holding a leadership position in a professional organization</li>
      <li style="text-indent:1em;">Serving on a PhD dissertation committee.<br />Service as a dissertation committee member or chair on dissertations outside the CON will count toward service.</li>
</ul>
</ul>


====2.6&nbsp;&nbsp;&nbsp;&nbsp;Administration====
====2.5&nbsp;&nbsp;&nbsp;&nbsp;Administration====
<p style="margin-bottom:15px;max-width:70em !important;">The role of Specialty Track Coordinator will receive 0.20 FTE (120 clock hours/semester). Please see Policy 4.4.8 Specialty Coordinator for Professional Graduate Track.</p>
<p style="margin-bottom:15px;max-width:70em !important;">The role of Specialty Track Coordinator will receive 0.20 FTE (120 clock hours/semester). Please see Policy 4.4.8 Specialty Coordinator for Professional Graduate Track.</p>
<p style="margin-bottom:15px;max-width:70em !important;">College Dean, Associate Deans, Assistant Deans, Directors, and Program Coordinators will
<p style="margin-bottom:15px;max-width:70em !important;">College Dean, Associate Deans, Assistant Deans, Directors, and Program Coordinators will receive the FTE designated for the role.</p>
receive the FTE designated for the role.</p>


===3.0&nbsp;&nbsp;&nbsp;&nbsp;Effort Calculation information===
===3.0&nbsp;&nbsp;&nbsp;&nbsp;Effort Calculation information <sup>*</sup>===
<ul>
<ul>
     <li style="text-indent:1em;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;FTE for calculating effort per semester:
     <li style="text-indent:1em;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;FTE for calculating effort per semester:
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                     </ul>
                     </ul>
               </li>
               </li>
               <li style="text-indent:1em;">Faculty teaching effort is based on a 15- week semester.</li>
               <li style="text-indent:1em;">Faculty effort is based on a 15-week semester.</li>
               <li style="text-indent:1em;">Faculty can renegotiate FTE distribution based on new developments.</li>
               <li style="text-indent:1em;">Faculty can renegotiate FTE distribution based on new developments.</li>
               <li style="text-indent:1em;">Scholarship (in teaching, research, professional service) and teaching activities are all considered in total FTE.</li>
               <li style="text-indent:1em;">Scholarship (in teaching, research, professional service) and teaching activities are all considered in total FTE.</li>
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</ul>
</ul>
====3.1&nbsp;&nbsp;&nbsp;&nbsp;FTE for classroom teaching====
====3.1&nbsp;&nbsp;&nbsp;&nbsp;FTE for classroom teaching====
<p style="margin-bottom:15px;max-width:70em !important;">A classroom course is allotted 0.067 FTE per credit. Therefore, a 3- credit course is assigned as 0.20 FTE or 20% effort.</p>
<p style="margin-bottom:15px;max-width:70em !important;">A classroom course is allotted 0.067 FTE per credit. Therefore, a 3-credit course is assigned as 0.20 FTE or 20% effort.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Total FTE allocated for a course will be divided among faculty based on percentage of course taught by each faculty.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Total FTE allocated for a course will be divided among faculty based on percentage of course taught by each faculty.</p>
====3.1.1&nbsp;&nbsp;&nbsp;&nbsp;Additional FTE may be assigned based on the following factors:====
<p style="margin-bottom:15px;max-width:70em !important;">Additional FTE may be assigned based on the following factors:</p>
<p style="margin-bottom:15px;max-width:70em !important;">Course Coordinator: Didactic</p>
<ul style="max-width:70em !important;">
    <li>Course coordinator role for theory courses calculated at 0.02 FTE per credit hour.
          <ul style="max-width:70em !important;">
              <li>In addition, course coordinator FTE for courses with greater than 50 students receive an additional 0.05 FTE. </li>
              <li>Course coordinator FTE for courses with greater than 75 students receive an additional 0.10 FTE. </li>
              <li>Course coordinator FTE for courses with greater than 100 students receive an additional 0.15 FTE. </li>
          </ul>
    </li>
</ul>
<p style="margin-bottom:15px;max-width:70em !important;">Course Coordinator: Clinical</p>
<ul style="max-width:70em !important;">
    <li>Course coordinator role for clinical courses is calculated at 0.025 FTE per credit hour.
          <ul style="max-width:70em !important;">
              <li>In addition, course coordinator FTE for courses with greater than 50 students receive an additional 0.05 FTE. </li>
              <li>Course coordinator FTE for courses with greater than 75 students receive an additional 0.10 FTE. </li>
              <li>Course coordinator FTE for courses with greater than 100 students receive an additional 0.15 FTE. </li>
          </ul>
    </li>
    <li>Cross-campus coordinator role (See CON Undergraduate cross-campus coordinator role description section 4.4.5) receives 0.025 FTE.</li>
    <li>Teaching a course for the first time or developing a new course may receive an additional 0.05 FTE.</li>
    <li>Mentoring of new faculty in the coordinator role may receive 0.025 FTE. </li>
    <li>Committee chair for PhD = 0.025 FTE per semester and final semester FTE = 0.0</li>
    <li>DNP project advisor = 0.025 FTE per project group per semester.</li>
</ul>
<!--
<ol style="max-width:70em !important;">
<ol style="max-width:70em !important;">
     <li style="text-indent:1em;">Class size — for each additional section over 50 students, the course may receive up to 0.05 FTE per additional section. This is added to the course effort FTE and divided among all faculty teaching the course.</li>
     <li>Class size — for each additional section over 50 students, the course may receive up to 0.05 FTE per additional section. This is added to the course effort FTE and divided among all faculty teaching the course.</li>
     <li style="text-indent:1em;">Course coordinator role receives 0.05 FTE per course.</li>
     <li>Course coordinator role receives 0.05 FTE per course.</li>
     <li style="text-indent:1em;">Cross campus coordinator role may be one of the following and receives 0.025 FTE
     <li>Cross campus coordinator role may be one of the following and receives 0.025 FTE
     <ol type="a" style="max-width:70em !important;">
     <ol type="a" style="max-width:70em !important;">
           <li>Courses taught across multiple campuses for example, accelerated,
           <li>Courses taught across multiple campuses for example, accelerated,
Line 220: Line 240:
     </ol>
     </ol>
     </li>
     </li>
     <li style="text-indent:1em;">Semester coordinator role receives.025 FTE.</li>
     <li>Semester coordinator role receives.025 FTE.</li>
     <li style="text-indent:1em;">Teaching a course for the first time or development of a new course may receive additional .05 FTE. Mentoring of new faculty in the coordinator role may receive .025 FTE.</li>
     <li>Teaching a course for the first time or development of a new course may receive additional .05 FTE. Mentoring of new faculty in the coordinator role may receive .025 FTE.</li>
     <li style="text-indent:1em;">Committee chair for PhD = 0.025 FTE per semester and final semester FTE = 0.05.</li>
     <li>Committee chair for PhD = 0.025 FTE per semester and final semester FTE = 0.05.</li>
     <li style="text-indent:1em;">Service as a dissertation committee member or chair on dissertations outside the CON will count toward service.</li>
     <li>Service as a dissertation committee member or chair on dissertations outside the CON will count toward service.</li>
     <li style="text-indent:1em;">DNP project advisor = 0.025 FTE per project group per semester.</li>
     <li>DNP project advisor = 0.025 FTE per project group per semester.</li>
     <li style="text-indent:1em;">Committee members for PhD count as service.</li>
     <li>Committee members for PhD count as service.</li>
</ol>
</ol>
-->
<p style="margin-bottom:15px;max-width:70em !important;">Student advising is considered part of a faculty member’s service. Similarly, independent study courses are considered part of service because such courses do not meet the minimum class sizes for regular courses and are highly variable depending upon negotiated agreements between faculty and students. Faculty effort allocation may be negotiated if an independent study course results from providing a course needed by a small number of students to meet program requirements.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Student advising is considered part of a faculty member’s service. Similarly, independent study courses are considered part of service because such courses do not meet the minimum class sizes for regular courses and are highly variable depending upon negotiated agreements between faculty and students. Faculty effort allocation may be negotiated if an independent study course results from providing a course needed by a small number of students to meet program requirements.</p>


<p><span style="text-decoration:underline;">FTE for face-to-face clinical supervision</span> (includes time spent in making assignments, pre- and post-conferences, evaluation, planning, etc.)</p>
====3.2&nbsp;&nbsp;&nbsp;&nbsp;FTE for Clinical Teaching <sup>**</sup>====
<p style="max-width:70em !important;">FTE are assigned based on credit hours. Thus, a 3 credit hour direct clinical supervision course would receive 30% or .3 FTE. A single section is considered to be a group of 8-10 students. Simulations are considered direct clinical supervision courses.</p>
 
<p><span style="text-decoration:underline;">FTE for Dedicated Education Unit supervision</span></p>
<p style="max-width:70em !important;">FTE’s are assigned at 10% per credit hour for DEU supervision.  As an example, a 3 credit clinical course would receive 30% faculty effort allocation for supervision of 14-16 students.</p>
 
<p><span style="text-decoration:underline;">FTE for preceptored clinical supervision </span> (includes organizing, coordinating, mentoring, scheduling, evaluation, planning the clinical, and OSCEs):</p>
<p style="margin-bottom:15px;max-width:70em !important;">FTE are assigned slightly less than face-to-face clinical supervision, with 3 credits of precepted clinical supervision equal to .10 FTE.  A clinical coordinator for a course with multiple sections may receive .10 FTE.</p>
<p style="margin-bottom:15px;max-width:70em !important;">For APRN clinical credit assignments, faculty effort is calculated based on 6 students per clinical group. The faculty-student ratio will not normally exceed 1:6 for precepted clinical experiences, except in situations where faculty feel a slightly higher ratio is justified, such as for more advanced students where a 1:8 ratio might be considered.</p>


<p><span style="text-decoration:underline;">SERVICE EFFORT CALCULATIONS</span></p>
====3.2.1&nbsp;&nbsp;&nbsp;&nbsp;FTE for face-to-face clinical supervision====
<p style="max-width:70em !important;">Faculty at the CON are expected to be involved in service-related activities that benefit the CON, UNMC, or the profession. Faculty members are allocated 10-20% effort for service. An exception to this policy is made for new Assistant Professors who are research productive.</p>
<p style="max-width:70em !important;">FTE’s are assigned 0.067 FTE per credit hour for face-to-face undergraduate clinical supervision. Thus, a 3-credit hour direct clinical supervision course would receive 20% or 0.20 FTE (120 clock hours). A single section in face-to-face clinical is considered a group of 8-10 students. </p>
<p style="max-width:70em !important;">Time spent in simulations and skills labs is included in the FTE and will be calculated based on the hours a faculty is assigned in the clinical, lab, or simulation. FTE allocations for clinical assignments include skills labs, course simulations, and Objective Structured Clinical Exams (OSCEs) for all programs.</p>
<p style="max-width:70em !important;">Undergraduate Health Assessment lab/clinical supervision is assigned at 0.067 FTE per credit hour for groups of 16 students. </p>
<p style="max-width:70em !important;">Undergraduate Leadership seminar/clinical supervision is assigned at 0.067 FTE per credit hour for groups of 16 students. </p>
<p style="max-width:70em !important;">Undergraduate Population Centered Care seminar/clinical supervision is assigned at 0.067 FTE per credit hour for groups of 16 students. </p>
<p style="max-width:70em !important;">Graduate clinical assignments are assigned as 0.10 FTE for each clinical group of up to 8 students. </p>


<p><span style="text-decoration:underline;">PRACTICE WORKLOAD CALCULATIONS</span></p>
====3.2.2&nbsp;&nbsp;&nbsp;&nbsp;FTE for Dedicated Education Unit supervision====
<p style="max-width:70em !important;">Practice is considered with professional service in the Promotion and Tenure Guidelines. The CON supports all types of faculty practice for purposes of teaching, maintaining credentialing and scholarship. The most desired models of practice are CON reimbursed practice, as this provides the opportunity for practice time to contribute to the resources of the CON and engages faculty fully in practices addressing the full range of reimbursement and billing issues.  A faculty practice of one day per week is allocated 20% time per semester.  If additional time is needed for documentation, on-call, or care coordination, that is included in the negotiations with the practice agency so the time is reimbursed. Faculty have the privilege of engaging in outside work up to 16 hours per month according to the Board of Regents bylaws (Outside Employment Policy #1049). Such work is outside the faculty effort allocation guidelines, but per university policy, it is expected that faculty members complete the Outside Employment Form and submit it to their supervisor.</p>
<p style="max-width:70em !important;">FTE’s are assigned at 0.067 per credit hour for DEU clinical supervision. Thus a 3-credit hour DEU clinical model would receive 20% or 0.20 FTE (120 clock hours). A single section is considered a group of 16 students. </p>


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====3.2.3&nbsp;&nbsp;&nbsp;&nbsp;FTE for Preceptor Clinical Supervision====
<p><span style="text-decoration:underline;">SCHOLARSHIP EFFORT</span></p>
<p style="margin-bottom:15px;max-width:70em !important;">FTE are assigned at 0.067 FTE per clinical group in the undergraduate course Transition to Professional Practice. A clinical group for precepted clinical supervision is a group of 10 students.</p>
<p style="margin-bottom:15px;max-width:70em !important;">Scholarship is defined broadly in the College of Nursing, using Boyer’s  model as the framework for the types of scholarship that contribute to achieving the College’s mission.  Thus, scholarship includes the scholarship of discovery, dissemination, application, and integration. An ongoing record of research and scholarship (external dissemination of project results, writing grants and manuscripts) is required of active research faculty to attain tenure. Active research faculty generally may be allocated 40% FTE to engage in scholarship activities which will be negotiated annually based on productivity.  Faculty focused on the scholarship of dissemination, application, and integration also are expected to advance understanding of these areas through original, creative work. Faculty are responsible for seeking and bringing in funding to support their scholarship. Tangible outcomes, such as funded grants and contracts and publications, are considered examples of productivity. It is an expectation that faculty with active programs of scholarship will establish annual goals with specific outcomes for their continued FTE effort. After the first three years of employment, faculty members who are research active are expected to have research time reimbursed by grant funding, or to negotiate with their assistant dean if they need time to write grant proposals.</p>
<p>&nbsp;</p>
<p style="margin-bottom:15px;max-width:70em !important;">Faculty members with funded grants may have their teaching or service assignments further reduced commensurate with funded grant responsibilities, although this depends on productivity and work that is planned and needed. To illustrate, a faculty member with a 25% effort funded by a research grant will be allocated 25% of his or her 100% work assignment for the grant.  He or she may negotiate for a reduction in teaching or service load to supplement the time funded by the grant, depending on needs related to the grant and College needs related to teaching effort.  Any additional reduction in teaching or service will end when the grant funding ends.</p>
<p>&nbsp;</p>
<p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty, not wishing to participate in scholarship activities or not meeting their expected scholarship goals, will allocate their effort to the teaching and/or practice missions commensurate with the FTE effort that had been allocated.</p>
<p style="margin-bottom:15px;max-width:70em !important;"><sup>*</sup>&nbsp;&nbsp;Incoming graduate students in Fall 2024 will have a 60:1 clinical credit starting in their specialty (2025). Current students are 45:1 clinical credit. Graduate clinical calculation until Fall 2025 will use 3 contact hours x 15 weeks x credit hour.</p>
<p style="margin-bottom:15px;max-width:70em !important;">New PhD Faculty coming in at the rank of Assistant Professor will be given a reduced teaching assignment (e.g. additional 20% FTE reduced assignment) for the first three years depending on available budgetary resources with the expectation of yearly progress towards funding and publications.</p>
<p style="margin-bottom:15px;max-width:70em !important;"><sup>**</sup>&nbsp;&nbsp;Undergraduate clinical calculation for Fall 24 & Spring 25 semesters 3 and 4 will continue to use the clinical hour calculation of 3 contact hours x 15 weeks x credit hour. </p>
<br />
<hr />
<p><sup>i</sup>&nbsp;&nbsp;<small>Boyer, E.  (1991).  <em>Scholarship Reconsidered</em>: Priorities of the Professoriate.  Princeton, NJ: Carnegie Foundation for the Advancement of Teaching and Learning.</small></p>
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