CON Faculty Workload Guidelines: Difference between revisions

<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>

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>

<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;">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>