CON Faculty Workload Guidelines: Difference between revisions

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<td style="padding:0.5em; background-color:#e5e5e5; font-size:90%; line-height:0.95em; border:1px solid #A3B1BF; border-bottom:solid 2px #A3B1BF"

width="20">[[~~CON Resource Manual Appendices~~|~~Appendices~~]]</td>

width="20">[[College of Nursing Faculty Policy Index|Faculty Policies]]</td>

<td style="padding:0.5em; background-color:#e5e5e5; font-size:90%; line-height:0.95em; border:1px solid #A3B1BF; border-bottom:solid 2px #A3B1BF"

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<td width="60%"><big>'''Faculty Workload Guidelines'''</big></td>

<td width="40%"><big>~~Subsection~~: '''Appendix B2'''</big></td>

<td width="40%"><big>'''Policy:''' '''1501 (Appendix B2)'''</big></td>

</tr>

<tr>

<td width="60%">~~Section - Appendices~~</td>

<td width="60%">Faculty Policies/Guidelines</td>

<td width="40%">Originating Date: January 2006</td>

</tr>

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<tr>

<td>Revised: September 2006 Revised: January 2008 Revised: August 2009 Revised: [[Special:PermanentLink/11120|August 2010]] Reviewed: [[Special:PermanentLink/11994|January 2015]] Revised: [[Special:PermanentLink/15694|November 2020]] ([[Special:Diff/11994/15694|changes]]) Revised: [[Special:PermanentLink/16150|February 2024]] ([[Special:Diff/15694/16150|changes]]) Revised: [[Special:PermanentLink/16214|May 2024]] ([[Special:Diff/16150/16214|changes]]) Revised: September 2024 ([[Special:Diff/16214/{{REVISIONID}}|changes]])</td>

<td>Revised: September 2006 Revised: January 2008 Revised: August 2009 Revised: [[Special:PermanentLink/11120|August 2010]] Reviewed: [[Special:PermanentLink/11994|January 2015]] Revised: [[Special:PermanentLink/15694|November 2020]] ([[Special:Diff/11994/15694|changes]]) Revised: [[Special:PermanentLink/16150|February 2024]] ([[Special:Diff/15694/16150|changes]]) Revised: [[Special:PermanentLink/16214|May 2024]] ([[Special:Diff/16150/16214|changes]]) Revised: [[Special:PermanentLink/16603|September 2024]] ([[Special:Diff/16214/16603|changes]]) Revised: February 2026 ([[Special:Diff/16603/{{REVISIONID}}|changes]])</td>

</tr>

</table>

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</tr>

<tr>

<td colspan="2" valign="top">Related documents: <div style="margin-left:3em; line-height:1.2;">Policy ~~4.4.8~~ Specialty Coordinator for Professional Graduate Track ~~Appendix A1~~ Standards and Guidelines for Promotion and Tenure for Academic Rank ~~Appendix A2~~ Standards and Guidelines for Promotion for Clinical Rank Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing; AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing Board of Regents bylaws Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie

<td colspan="2" valign="top">Related documents: <div style="margin-left:3em; line-height:1.2;">Procedure 1305-PR Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation Policy 1510 Specialty Coordinator for Professional Graduate Track Procedure 1601-PR1 Standards and Guidelines for Promotion and Tenure for Academic Rank Procedure 1602-PR Standards and Guidelines for Promotion for Clinical Rank Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing; AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing Board of Regents bylaws Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie

Foundation for the Advancement of Teaching and Learning.</div></td>

</tr>

</table>

===1.0    General Principles===

==1.0    General Principles==

<li>The work of the College of Nursing (CON) is accomplished through the committed and collaborative activities of its faculty which are based on the professional model and directed toward achievement of the ~~College of Nursing~~ mission, goals, and strategic plan.

<li>The work of the College of Nursing (CON) is accomplished through the committed and collaborative activities of its faculty which are based on the professional model and directed toward achievement of the CON mission, goals, and strategic plan.

<li>The work of the CON faculty includes teaching, scholarship, and professional service (including practice) as defined in the Standards and Guidelines for Promotion and Tenure for Academic Rank (~~Appendix A1~~) or in the Standards and Guidelines for Promotion for Clinical Rank (~~Appendix A2~~).</li>

<li>The work of the CON faculty includes teaching, scholarship, and professional service (including practice) as defined in the Standards and Guidelines for Promotion and Tenure for Academic Rank (1601-PR1) or in the Standards and Guidelines for Promotion for Clinical Rank (1602-PR).</li>

</ol>

</li>

<li>Consistent with the promotion and tenure documents faculty select their two areas of focus. Work allocation is decided by the nursing leadership and based on the needs of the ~~College of Nursing~~. </li>

<li>Consistent with the promotion and tenure documents faculty select their two areas of focus. Work allocation is decided by the nursing leadership and based on the needs of the CON. </li>

<li>Faculty are encouraged, in collaboration with their supervisor, to focus their professional development in two of three areas (teaching, scholarship ~~(in teaching, research, practice)~~, or professional service) as consistent with the ~~Promotion~~ and ~~Tenure Standards~~ and ~~Guidelines~~.</li>

<li>Faculty are encouraged, in collaboration with their supervisor, to focus their professional development in two of three areas (teaching, scholarship, or professional service) as consistent with the promotion and tenure standards and guidelines.</li>

<li>The work of the CON faculty will fulfill the educational mission aligned with existing resources.</li>

<li>The CON supports all forms of scholarship: (teaching, scholarship (in teaching, research, or practice), or professional service) defined as: generating new knowledge, translating knowledge, and disseminating knowledge to the professional community and the public.</li>

<li>The CON supports all forms of scholarship: teaching, scholarship (in teaching, research, or practice), or professional service defined as: generating new knowledge, translating knowledge, and disseminating knowledge to the professional community and the public.</li>

<li>The goal of this document is to provide a framework within which faculty members, their division assistant deans, and associate deans and program directors collaborate to meet the college’s mission, support the strategic plan, and foster individual faculty growth, development, productivity, and success. Effort allocation guidelines are designed to promote faculty effectiveness to meet the mission, goals and strategic

<li>The goal of this document is to provide a framework within which faculty members, their division assistant deans, and associate deans and program directors collaborate to meet the college’s mission, support the strategic plan, and foster individual faculty growth, development, productivity, and success. Effort allocation guidelines are designed to promote faculty effectiveness to meet the mission, goals and strategic directions of the CON.</li>

directions of the ~~College of Nursing~~.</li>

<li>Faculty effort is communicated in relation to percentage of FTE. The full-time equivalent (FTE) percentage makes work assignments comparable across various contexts. An FTE of 1.0 means that the person is a full-time faculty member.</li>

</ol>

===2.0    Faculty Role Preferences===

==2.0    Faculty Role Preferences==

~~~~Faculty ~~role expectations are varied~~ and ~~depend on expertise~~, ~~professional goals (academic promotion and tenure or clinical promotion)~~, ~~rank and credentials, employment negotiations~~, and ~~organizational needs~~.~~~~

Faculty workload allocation will be determined by the college’s needs and divided among teaching, scholarship, practice, and administration.

====2.1    Teaching====

===2.1    Teaching===

Teaching is a core value; all faculty are expected to have a teaching assignment. Faculty who ~~has~~ identified teaching as a priority focus area are expected to fully engage in those efforts, with the support of their division assistant dean and the Associate Dean for

Teaching is a core value; all faculty are expected to have a teaching assignment. Faculty who have identified teaching as a priority focus area are expected to fully engage in those efforts, with the support of their division assistant dean and the Associate Dean for Academic Programs.

Academic Programs.

An example of full-time work for faculty focused on teaching and scholarship, and may vary depending on funding and progress towards goals is:

An example of full-time work for faculty focused on teaching and scholarship and may vary depending on funding and progress towards goals is:

<ul>

<li style="text-indent:1em;">70% (.70 FTE) teaching</li>

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====2.2    Scholarship====

===2.2    Scholarship===

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.)

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 doctorally 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.)

Faculty are responsible ~~to seek~~ and ~~bring~~ in funding to support their scholarship if funding is required to conduct the investigation. Investment time received for scholarship carries the expectation that the faculty will become funded and disseminate teaching, research, and

Faculty are responsible for seeking and bringing in funding to support their scholarship if funding is required to conduct the investigation. Investment time received for scholarship carries the expectation that the faculty will become funded and disseminate teaching, research, and

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.

practice scholarship for this effort allocation (See 1305-PR). 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.

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.

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.

The following are examples of scholarship in the areas of teaching, research, and practice~~. These are consistent with promotion & tenure (P&T) criteria~~.

The following are examples of scholarship in the areas of teaching, research, and practice.

Examples of teaching scholarship may include:

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<li style="text-indent:1em;">Translate and evaluate research into practice</li>

<li style="text-indent:1em;">Develop disease state management protocols</li>

<li style="text-indent:1em;">* These are examples of scholarly work through AACN. For Prokmotion and Tenure please refer to the Standards and Guidelines for Promotion and Tenure (1601-PR1 and 1602-PR).</li>

</ul>

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====2.3    Practice====

===2.3    Practice===

Practice is another area valued within the college of nursing. Practice is considered with professional service in the Promotion and Tenure Standards and Guidelines. The CON supports all types of faculty practice for purposes of teaching, maintaining credentialing and scholarship.

Nurse practitioner faculty are expected to keep current their knowledge and skills to support continued licensure and certification, and quality nursing education. However, practice is not limited to APRNs.

Nurse practitioner faculty are expected to keep current with their knowledge and skills to support continued licensure and certification, and quality nursing education. However, practice is not limited to APRNs.

The most desired models of practice are CON reimbursed practice through the Morehead Center, as this provides the opportunity for practice time to contribute to the resources of the CON and engages faculty fully in practices addressing the full range of reimbursement and

billing issues. Faculty practice not reimbursed is not considered in workload. A faculty practice of one day per week is allocated 20% time per semester. If faculty want to practice more than one day per week, additional FTE can be negotiated based on overall needs of the college. If additional time is needed for documentation, on-call, or care coordination, it is included in the negotiations with the practice agency so the time is reimbursed.

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</ul>

====2.4    Professional Service====

===2.4    Professional Service===

Professional service is important to the university and community. Faculty are asked to participate in service activities that align with mission of the CON, UNMC, and the profession. Faculty members are allocated 10% (60 hours/semester) effort for service. As rank progresses

from assistant, associate, to full professor, the level of service could change with dean approval.

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</ul>

====2.5    Administration====

===2.5    Administration===

The role of Specialty Track Coordinator will receive 0.20 FTE (120 clock hours/semester). Please see Policy 4.4.8 Specialty Coordinator for Professional Graduate Track.

College Dean, Associate Deans, Assistant Deans, Directors, and Program Coordinators will receive the FTE designated for the role.

===3.0    Effort Calculation information *===

==3.0    Effort Calculation information *==

<ul>

<li style="text-indent:1em;">     FTE for calculating effort per semester:

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</li>

</ul>

====3.1    FTE for classroom teaching====

===3.1    FTE for classroom teaching===

A classroom course is allotted 0.067 FTE per credit. Therefore, a 3-credit course is assigned as 0.20 FTE or 20% effort.

Total FTE allocated for a course will be divided among faculty based on percentage of course taught by each faculty.

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Student advising is considered part of a faculty member’s service. Similarly, independent study courses are considered part of service because such courses do not meet the minimum class sizes for regular courses and are highly variable depending upon negotiated agreements between faculty and students. Faculty effort allocation may be negotiated if an independent study course results from providing a course needed by a small number of students to meet program requirements.

====3.2    FTE for Clinical Teaching **====

===3.2    FTE for Clinical Teaching **===

====3.2.1    FTE for face-to-face clinical supervision====

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.

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====3.2.3    FTE for Preceptor Clinical Supervision====

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.

~~ ~~

*  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.

**  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.

@@ Line 5: / Line 5: @@
 <td style="border-bottom:2px solid #A3B1BF" width="3">&#160;</td>
 <td style="padding:0.5em; background-color:#e5e5e5; font-size:90%; line-height:0.95em; border:1px solid #A3B1BF; border-bottom:solid 2px #A3B1BF"
-width="20">[[CON Resource Manual Appendices|Appendices]]</td>
+width="20">[[College of Nursing Faculty Policy Index|Faculty Policies]]</td>
 <td style="border-bottom:2px solid #A3B1BF" width="3">&#160;</td>
 <td style="padding:0.5em; background-color:#e5e5e5; font-size:90%; line-height:0.95em; border:1px solid #A3B1BF; border-bottom:solid 2px #A3B1BF"
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      <tr>
          <td width="60%"><big>'''Faculty Workload Guidelines'''</big></td>
-         <td width="40%"><big>Subsection: '''Appendix B2'''</big></td>
+         <td width="40%"><big>'''Policy:''' '''1501 (Appendix B2)'''</big></td>
      </tr>
      <tr>
-         <td width="60%">Section - Appendices</td>
+         <td width="60%">Faculty Policies/Guidelines</td>
          <td width="40%">Originating Date: January 2006</td>
      </tr>
@@ Line 43: / Line 43: @@
              <table width="100%" cellpadding="0" cellspacing="0">
                  <tr>
-                 	<td>Revised: September 2006<br />Revised: January 2008<br />Revised: August 2009<br />Revised: [[Special:PermanentLink/11120|August 2010]]<br />Reviewed: [[Special:PermanentLink/11994|January 2015]]<br />Revised: [[Special:PermanentLink/15694|November 2020]] ([[Special:Diff/11994/15694|changes]])<br />Revised: [[Special:PermanentLink/16150|February 2024]] ([[Special:Diff/15694/16150|changes]])<br />Revised: [[Special:PermanentLink/16214|May 2024]] ([[Special:Diff/16150/16214|changes]])<br />Revised: September 2024 ([[Special:Diff/16214/{{REVISIONID}}|changes]])</td>
+                 	<td>Revised: September 2006<br />Revised: January 2008<br />Revised: August 2009<br />Revised: [[Special:PermanentLink/11120|August 2010]]<br />Reviewed: [[Special:PermanentLink/11994|January 2015]]<br />Revised: [[Special:PermanentLink/15694|November 2020]] ([[Special:Diff/11994/15694|changes]])<br />Revised: [[Special:PermanentLink/16150|February 2024]] ([[Special:Diff/15694/16150|changes]])<br />Revised: [[Special:PermanentLink/16214|May 2024]] ([[Special:Diff/16150/16214|changes]])<br />Revised: [[Special:PermanentLink/16603|September 2024]] ([[Special:Diff/16214/16603|changes]])<br />Revised: February 2026 ([[Special:Diff/16603/{{REVISIONID}}|changes]])</td>
                  </tr>
              </table>
@@ Line 50: / Line 50: @@
      </tr>
      <tr>
-     	<td colspan="2" valign="top">Related documents:<br /><div style="margin-left:3em; line-height:1.2;">Policy 4.4.8 Specialty Coordinator for Professional Graduate Track<br />Appendix A1 Standards and Guidelines for Promotion and Tenure for Academic Rank<br />Appendix A2 Standards and Guidelines for Promotion for Clinical Rank<br />Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing;<br />AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing<br />Board of Regents bylaws<br />Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie
+     	<td colspan="2" valign="top">Related documents:<br /><div style="margin-left:3em; line-height:1.2;">Procedure 1305-PR Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation<br />Policy 1510 Specialty Coordinator for Professional Graduate Track<br />Procedure 1601-PR1 Standards and Guidelines for Promotion and Tenure for Academic Rank<br />Procedure 1602-PR Standards and Guidelines for Promotion for Clinical Rank<br />Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing;<br />AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing<br />Board of Regents bylaws<br />Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie
 Foundation for the Advancement of Teaching and Learning.</div></td>
      </tr>
 </table>
 <br />
-===1.0&nbsp;&nbsp;&nbsp;&nbsp;General Principles===
+==1.0&nbsp;&nbsp;&nbsp;&nbsp;General Principles==
 <p style="margin-bottom:15px;max-width:70em !important;"></p>
 <ol style="margin-bottom:15px;max-width:67em !important;">
-      <li>The work of the College of Nursing (CON) is accomplished through the committed and collaborative activities of its faculty which are based on the professional model and directed toward achievement of the College of Nursing mission, goals, and strategic plan.
+      <li>The work of the College of Nursing (CON) is accomplished through the committed and collaborative activities of its faculty which are based on the professional model and directed toward achievement of the CON mission, goals, and strategic plan.
            <ol type="a" style="max-width:64em !important;">
-                <li>The work of the CON faculty includes teaching, scholarship, and professional service (including practice) as defined in the Standards and Guidelines for Promotion and Tenure for Academic Rank (Appendix A1) or in the Standards and Guidelines for Promotion for Clinical Rank (Appendix A2).</li>
+                <li>The work of the CON faculty includes teaching, scholarship, and professional service (including practice) as defined in the Standards and Guidelines for Promotion and Tenure for Academic Rank (1601-PR1) or in the Standards and Guidelines for Promotion for Clinical Rank (1602-PR).</li>
            </ol>
       </li>
-      <li>Consistent with the promotion and tenure documents faculty select their two areas of focus. Work allocation is decided by the nursing leadership and based on the needs of the College of Nursing. </li>
+      <li>Consistent with the promotion and tenure documents faculty select their two areas of focus. Work allocation is decided by the nursing leadership and based on the needs of the CON. </li>
-      <li>Faculty are encouraged, in collaboration with their supervisor, to focus their professional development in two of three areas (teaching, scholarship (in teaching, research, practice), or professional service) as consistent with the Promotion and Tenure Standards and Guidelines.</li>
+      <li>Faculty are encouraged, in collaboration with their supervisor, to focus their professional development in two of three areas (teaching, scholarship, or professional service) as consistent with the promotion and tenure standards and guidelines.</li>
       <li>The work of the CON faculty will fulfill the educational mission aligned with existing resources.</li>
-      <li>The CON supports all forms of scholarship: (teaching, scholarship (in teaching, research, or practice), or professional service) defined as: generating new knowledge, translating knowledge, and disseminating knowledge to the professional community and the public.</li>
+      <li>The CON supports all forms of scholarship: teaching, scholarship (in teaching, research, or practice), or professional service defined as: generating new knowledge, translating knowledge, and disseminating knowledge to the professional community and the public.</li>
-      <li>The goal of this document is to provide a framework within which faculty members, their division assistant deans, and associate deans and program directors collaborate to meet the college’s mission, support the strategic plan, and foster individual faculty growth, development, productivity, and success. Effort allocation guidelines are designed to promote faculty effectiveness to meet the mission, goals and strategic
+      <li>The goal of this document is to provide a framework within which faculty members, their division assistant deans, and associate deans and program directors collaborate to meet the college’s mission, support the strategic plan, and foster individual faculty growth, development, productivity, and success. Effort allocation guidelines are designed to promote faculty effectiveness to meet the mission, goals and strategic directions of the CON.</li>
-directions of the College of Nursing.</li>
       <li>Faculty effort is communicated in relation to percentage of FTE. The full-time equivalent (FTE) percentage makes work assignments comparable across various contexts. An FTE of 1.0 means that the person is a full-time faculty member.</li>
 </ol>
-===2.0&nbsp;&nbsp;&nbsp;&nbsp;Faculty Role Preferences===
+==2.0&nbsp;&nbsp;&nbsp;&nbsp;Faculty Role Preferences==
-<p style="margin-bottom:15px; max-width:70em !important;">Faculty role expectations are varied and depend on expertise, professional goals (academic promotion and tenure or clinical promotion), rank and credentials, employment negotiations, and organizational needs.</p>
+Faculty workload allocation will be determined by the college’s needs and divided among teaching, scholarship, practice, and administration.
-====2.1&nbsp;&nbsp;&nbsp;&nbsp;Teaching====
+===2.1&nbsp;&nbsp;&nbsp;&nbsp;Teaching===
-<p style="margin-bottom:15px;max-width:70em !important;">Teaching is a core value; all faculty are expected to have a teaching assignment. Faculty who has identified teaching as a priority focus area are expected to fully engage in those efforts, with the support of their division assistant dean and the Associate Dean for
+<p style="margin-bottom:15px;max-width:70em !important;">Teaching is a core value; all faculty are expected to have a teaching assignment. Faculty who have identified teaching as a priority focus area are expected to fully engage in those efforts, with the support of their division assistant dean and the Associate Dean for Academic Programs.</p>
-Academic Programs.</p>
+<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on teaching and scholarship, and may vary depending on funding and progress towards goals is:</p>
-<p style="margin-bottom:15px;max-width:70em !important;">An example of full-time work for faculty focused on teaching and scholarship and may vary depending on funding and progress towards goals is:</p>
 <ul>
       <li style="text-indent:1em;">70% (.70 FTE) teaching</li>
@@ Line 93: / Line 91: @@
 -->
-====2.2&nbsp;&nbsp;&nbsp;&nbsp;Scholarship====
+===2.2&nbsp;&nbsp;&nbsp;&nbsp;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>
+<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 doctorally 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>
-<p style="margin-bottom:15px;max-width:70em !important;">Faculty are responsible to seek and bring in funding to support their scholarship if funding is required to conduct the investigation. Investment time received for scholarship carries the expectation that the faculty will become funded and disseminate teaching, research, and
+<p style="margin-bottom:15px;max-width:70em !important;">Faculty are responsible for seeking and bringing in funding to support their scholarship if funding is required to conduct the investigation. Investment time received for scholarship carries the expectation that the faculty will become funded and disseminate teaching, research, and
-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>
+practice scholarship for this effort allocation (See 1305-PR). 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>
-<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of scholarship in the areas of teaching, research, and practice. These are consistent with promotion & tenure (P&T) criteria.</p>
+<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of scholarship in the areas of teaching, research, and practice.</p>
 <p>Examples of teaching scholarship may include:</p>
 <ul style="max-width:67em !important;">
@@ Line 140: / Line 138: @@
       <li style="text-indent:1em;">Translate and evaluate research into practice</li>
       <li style="text-indent:1em;">Develop disease state management protocols</li>
+     <li style="text-indent:1em;"><sup>*</sup> These are examples of scholarly work through AACN. For Prokmotion and Tenure please refer to the Standards and Guidelines for Promotion and Tenure (1601-PR1 and 1602-PR).</li>
 </ul>
 <!--
@@ Line 153: / Line 152: @@
 -->
-====2.3&nbsp;&nbsp;&nbsp;&nbsp;Practice====
+===2.3&nbsp;&nbsp;&nbsp;&nbsp;Practice===
 <p style="margin-bottom:15px;max-width:70em !important;">Practice is another area valued within the college of nursing. Practice is considered with professional service in the Promotion and Tenure Standards and Guidelines. The CON supports all types of faculty practice for purposes of teaching, maintaining credentialing and scholarship.</p>
-<p style="margin-bottom:15px;max-width:70em !important;">Nurse practitioner faculty are expected to keep current their knowledge and skills to support continued licensure and certification, and quality nursing education. However, practice is not limited to APRNs.</p>
+<p style="margin-bottom:15px;max-width:70em !important;">Nurse practitioner faculty are expected to keep current with their knowledge and skills to support continued licensure and certification, and quality nursing education. However, practice is not limited to APRNs.</p>
 <p style="margin-bottom:15px;max-width:70em !important;">The most desired models of practice are CON reimbursed practice through the Morehead Center, as this provides the opportunity for practice time to contribute to the resources of the CON and engages faculty fully in practices addressing the full range of reimbursement and
 billing issues. Faculty practice not reimbursed is not considered in workload. A faculty practice of one day per week is allocated 20% time per semester. If faculty want to practice more than one day per week, additional FTE can be negotiated based on overall needs of the college. If additional time is needed for documentation, on-call, or care coordination, it is included in the negotiations with the practice agency so the time is reimbursed.</p>
@@ Line 167: / Line 166: @@
 </ul>
-====2.4&nbsp;&nbsp;&nbsp;&nbsp;Professional Service====
+===2.4&nbsp;&nbsp;&nbsp;&nbsp;Professional Service===
 <p style="margin-bottom:15px;max-width:70em !important;">Professional service is important to the university and community. Faculty are asked to participate in service activities that align with mission of the CON, UNMC, and the profession. Faculty members are allocated 10% (60 hours/semester) effort for service. As rank progresses
 from assistant, associate, to full professor, the level of service could change with dean approval.</p>
@@ Line 179: / Line 178: @@
 </ul>
-====2.5&nbsp;&nbsp;&nbsp;&nbsp;Administration====
+===2.5&nbsp;&nbsp;&nbsp;&nbsp;Administration===
 <p style="margin-bottom:15px;max-width:70em !important;">The role of Specialty Track Coordinator will receive 0.20 FTE (120 clock hours/semester). Please see Policy 4.4.8 Specialty Coordinator for Professional Graduate Track.</p>
 <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 <sup>*</sup>===
+==3.0&nbsp;&nbsp;&nbsp;&nbsp;Effort Calculation information <sup>*</sup>==
 <ul>
       <li style="text-indent:1em;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;FTE for calculating effort per semester:
@@ Line 199: / Line 198: @@
       </li>
 </ul>
-====3.1&nbsp;&nbsp;&nbsp;&nbsp;FTE for classroom teaching====
+===3.1&nbsp;&nbsp;&nbsp;&nbsp;FTE for classroom teaching===
 <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;">Total FTE allocated for a course will be divided among faculty based on percentage of course taught by each faculty.</p>
@@ Line 250: / Line 249: @@
 <p style="margin-bottom:15px;max-width:70em !important;">Student advising is considered part of a faculty member’s service. Similarly, independent study courses are considered part of service because such courses do not meet the minimum class sizes for regular courses and are highly variable depending upon negotiated agreements between faculty and students. Faculty effort allocation may be negotiated if an independent study course results from providing a course needed by a small number of students to meet program requirements.</p>
-====3.2&nbsp;&nbsp;&nbsp;&nbsp;FTE for Clinical Teaching <sup>**</sup>====
+===3.2&nbsp;&nbsp;&nbsp;&nbsp;FTE for Clinical Teaching <sup>**</sup>===
 ====3.2.1&nbsp;&nbsp;&nbsp;&nbsp;FTE for face-to-face clinical supervision====
 <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>
@@ Line 265: / Line 263: @@
 ====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>&nbsp;</p>
 <p style="margin-bottom:15px;max-width:70em !important;"><sup>*</sup>&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;"><sup>**</sup>&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>