9,208
edits
CON Guidelines for Doctorally Prepared Faculty Role Differentiation: Difference between revisions
Jump to navigation
Jump to search
CON Guidelines for Doctorally Prepared Faculty Role Differentiation (view source)
Revision as of 14:42, February 14, 2018
, February 14, 2018→Research Intensive Faculty
| Line 69: | Line 69: | ||
<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 tri-partite 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 tri-partite 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> | ||
==== | ====Researcher==== | ||
<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that research-intensive faculty will have a research program for knowledge development and will disseminate results in publications and presentations which indicate productivity as a researcher. Grant funding must be pursued and is required in order for a faculty who is research-intensive to negotiate substantial time for research. Research intensive faculty should have the background training in research methods that is generally expected for the conduct of research by funding agencies. </p> | <p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that research-intensive faculty will have a research program for knowledge development and will disseminate results in publications and presentations which indicate productivity as a researcher. Grant funding must be pursued and is required in order for a faculty who is research-intensive to negotiate substantial time for research. Research intensive faculty should have the background training in research methods that is generally expected for the conduct of research by funding agencies. </p> | ||
====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> | ||