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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 14:19, May 6, 2015
, May 6, 2015→Practice Intensive Faculty
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====Practice Intensive Faculty==== | ====Practice Intensive Faculty==== | ||
<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that practice-intensive faculty will have a program of practice scholarship for clinical knowledge development. Practice faculty should be leaders in local, regional, and national arenas with such activities as serving on practice boards, conducting quality improvement projects, translating research to practice, conducting evidence-based practice programs, and becoming funded for practice innovations and ventures. Practice faculty must generate income for time spent in actual patient care. </p> | <p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that practice-intensive faculty will have a program of practice scholarship for clinical knowledge development. Practice faculty should be leaders in local, regional, and national arenas with such activities as serving on practice boards, conducting quality improvement projects, translating research to practice, conducting evidence-based practice programs, and becoming funded for practice innovations and ventures. Practice faculty must generate income for time spent in actual patient care. </p> | ||
<p style="margin-bottom:15px;">Designation in any of the scholarship-intensive roles is not fixed but rather is predicated on faculty’s past success and future interests, which may change over time, and on the College’s need to cover its missions, especially its teaching obligations. Department Chairs and Division Deans must consider return on invested time in the role in negotiating assignments for the following year.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Designation in any of the scholarship-intensive roles is not fixed but rather is predicated on faculty’s past success and future interests, which may change over time, and on the College’s need to cover its missions, especially its teaching obligations. Department Chairs and Division Deans must consider return on invested time in the role in negotiating assignments for the following year.</p> | ||
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<p style="margin-bottom:15px;max-width:70em !important;"><small><em>(Moved Guidelines for Calculations of Teaching Workload to Appendix B2)</em></small></p> | <p style="margin-bottom:15px;max-width:70em !important;"><small><em>(Moved Guidelines for Calculations of Teaching Workload to Appendix B2)</em></small></p> | ||