CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation: Difference between revisions

         <td width="60%"><big>'''Guidelines for Doctorally Prepared Faculty Role Differentiation'''</big></td>

     <td colspan="2" valign="top">Related documents:<br /><div style="margin-left:3em; line-height:1.2;">4.2.7 Faculty Evaluation<br />UNMC CON Annual Faculty Activity Review Form<br />4.4.6(1) Promotion and Tenure for Academic Rank<br />4.4.6(2) Promotion for Clinical Rank<br />Appendix A1 Standards and Guidelines for Promotion and Tenure for Academic Rank<br />Appendix A2 Standards and Guidelines for Promotion to Clinical Rank<br />American Association of Colleges of Nursing [AACN]. (2018, March 26). Defining Scholarship for Academic Nursing Task Force Consensus Position Statement</div></td>

<p style="margin-bottom:15px;max-width:70em !important;">'''<big>Table 1.</big>'''  Guidance for Metrics and Review Schedule for Scholarship FTE Assignment for Doctoral-prepared Faculty who have been employed at the CON for three years or longer and who have Scholarly Activity (research, teaching, or professional service) as one of their area of emphasis.Metrics and Review Schedule for Doctoral Prepared Faculty</p>

                 <li>1 publication/year (preferably first author, related to program of scholarship)¹</li>

                 <li>Grand application as Co-Investigator (Co-I)</li>

                 <li>1 publication/year (preferably first author, related to program of scholarship)¹</li>

                 <li>Grand application as Co-Investigator (Co-I)</li>

       <td align="center" valign="top" style="padding:0.5em; border:0.5px solid #000000;">Associate Dean for Research, Assistant Dean & Mentor(if applicable)²</td>

<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>

<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that in the role of clinician, faculty will have a practice that contributes to the tripartite mission of the CON. Their efforts should be disseminated in publications, white papers, guidelines and presentations which indicate productivity as a practitioner. 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 service or as a practitioner as part of their faculty role at the CON.</p>

<p style="margin-bottom:15px;max-width:70em !important;">Designation and metrics for FTE allocation in any of the roles is not fixed but rather is predicated on faculty’s past accountability, success, and future interests, which may change over time, and on the College’s need and resources to address the tri-partite mission of the CON. Division Deans will consider return on invested time in the role in negotiating assignments on a yearly basis. Division Deans are also responsible for assisting faculty with identifying the different roles that will result in promotion and tenure.</p>

-->