CON Faculty Workload Guidelines: Difference between revisions

====2.2    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. 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>

     <li style="text-indent:1em;">Development of evidence-based guidelines</li>

====2.5&nbsp;&nbsp;&nbsp;&nbsp;Administration====

<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>

===3.0&nbsp;&nbsp;&nbsp;&nbsp;Effort Calculation information ^*===

               <li style="text-indent:1em;">Faculty effort is based on a 15-week semester.</li>

<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;">Additional FTE may be assigned based on the following factors:</p>

          <ul style="max-width:70em !important;">

    <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>

 

====3.2&nbsp;&nbsp;&nbsp;&nbsp;FTE for Clinical Teaching ^**====

 

<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 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>

====3.2.3&nbsp;&nbsp;&nbsp;&nbsp;FTE for Preceptor Clinical Supervision====

<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>&nbsp;</p>

<p style="margin-bottom:15px;max-width:70em !important;">^*&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;">^**&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>