CON Faculty Workload Guidelines: Difference between revisions
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<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 | <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 1505 - Undergraduate Cross-Campus Coordinator Role Description<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> | Foundation for the Advancement of Teaching and Learning.</div></td> | ||
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==2.0 | ==2.0 Faculty Role Preferences== | ||
Faculty workload allocation will be determined by the college’s needs and divided among teaching, scholarship, practice, and administration. | Faculty workload allocation will be determined by the college’s needs and divided among teaching, scholarship, practice, and administration. | ||
===2.1 | ===2.1 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 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> | <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> | ||
<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> | ||
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===2.2 | ===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 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;">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 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 | <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 | ||
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<li style="text-indent:1em;">Translate and evaluate research into practice</li> | <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;">Develop disease state management protocols</li> | ||
<li style="text-indent:1em;"><sup>*</sup> These are examples of scholarly work through AACN. For | <li style="text-indent:1em;"><sup>*</sup> These are examples of scholarly work through AACN. For Promotion and Tenure please refer to the Standards and Guidelines for Promotion and Tenure (1601-PR1 and 1602-PR).</li> | ||
</ul> | </ul> | ||
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===2.3 | ===2.3 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;">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 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;">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> | ||
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</ul> | </ul> | ||
===2.4 | ===2.4 Professional Service=== | ||
<p style="margin-bottom:15px;max-width:70em !important;">Professional service is important to the university and community. Full-time faculty are asked to participate in service activities that align with the mission of the CON, UNMC, and the profession. Full-time faculty members are allocated 10% (60 hours/semester) effort for service.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Professional service is important to the university and community. Full-time faculty are asked to participate in service activities that align with the mission of the CON, UNMC, and the profession. Full-time faculty members are allocated 10% (60 hours/semester) effort for service.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of service activities:</p> | <p style="margin-bottom:15px;max-width:70em !important;">The following are examples of service activities:</p> | ||
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</ul> | </ul> | ||
===2.5 | ===2.5 Administration=== | ||
<p style="margin-bottom:15px;max-width:70em !important;">The role of Specialty Track Coordinator will receive 0.20 FTE. See CON Policy 1510 Specialty Coordinator for Professional Graduate Track.</p> | <p style="margin-bottom:15px;max-width:70em !important;">The role of Specialty Track Coordinator will receive 0.20 FTE. See CON Policy 1510 - Specialty Coordinator for Professional Graduate Track.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">College dean, associate deans, division assistant deans, program directors, and program coordinators will receive the FTE designated for the role.</p> | <p style="margin-bottom:15px;max-width:70em !important;">College dean, associate deans, division assistant deans, program directors, and program coordinators will receive the FTE designated for the role.</p> | ||
==3.0 | ==3.0 Effort Calculation information== | ||
<ul> | <ul> | ||
<li>Method for calculating effort per semester:</li> | <li>Method for calculating effort per semester:</li> | ||
<li>The unit for calculating teaching work assignment is the FTE. | <li>The unit for calculating teaching work assignment is the FTE. | ||
<ul style="max-width:70em !important;"> | <ul style="max-width:70em !important;"> | ||
<li style="text-indent:1em;">Faculty effort is based on a 15-week semester of instruction.</li> | |||
<li style="text-indent:1em;">9-month faculty also receive one additional week for preparation and one week for closing out the semester for a total of 17 weeks.</li> | <li style="text-indent:1em;">9-month faculty also receive one additional week for preparation and one week for closing out the semester for a total of 17 weeks.</li> | ||
</ul> | </ul> | ||
</li> | </li> | ||
<li>1.0 FTE = 600 hours for the semester | <li>1.0 FTE = 600 hours for the semester | ||
<ul style="max-width:70em !important;"> | <ul style="max-width:70em !important;"> | ||
<li style="text-indent:1em;">Example: 0.2 FTE = 120 clock hours per semester </li> | <li style="text-indent:1em;">Example: 0.2 FTE = 120 clock hours per semester </li> | ||
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<li>Faculty can renegotiate FTE distribution based on new developments. </li> | <li>Faculty can renegotiate FTE distribution based on new developments. </li> | ||
</ul> | </ul> | ||
===3.1 | ===3.1 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;">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> | <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> | ||
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<li>0.05 per semester determined by the AD team and approved by the ADAP </li> | <li>0.05 per semester determined by the AD team and approved by the ADAP </li> | ||
</ul> | </ul> | ||
<p style="margin-bottom:15px;max-width:70em !important;">Cross-campus coordinator role (See CON 1505)</p> | <p style="margin-bottom:15px;max-width:70em !important;">Cross-campus coordinator role (See CON Policy 1505 - Undergraduate Cross-Campus Coordinator Role Description)</p> | ||
<ul style="max-width:70em !important;"> | <ul style="max-width:70em !important;"> | ||
<li>0.025 FTE.</li> | <li>0.025 FTE.</li> | ||
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===3.2 | ===3.2 FTE for Clinical Teaching=== | ||
====3.2.1 | ====3.2.1 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.</p> | <p style="max-width:70em !important;">FTE’s are assigned 0.067 FTE per credit hour for face-to-face undergraduate clinical supervision.</p> | ||
<ul> | <ul> | ||
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<li>Simulation workload is calculated based on direct student contact hours to align with clinical teaching expectations. </li> | <li>Simulation workload is calculated based on direct student contact hours to align with clinical teaching expectations. </li> | ||
<li>FTE will be calculated based on groups of 8 students. </li> | <li>FTE will be calculated based on groups of 8 students. </li> | ||
<li>Example: 9 groups × 8 hours = 72 total SIM hours; 72 ÷ 600-hour semester = 0.12 FTE | <li>Example: 9 groups × 8 hours = 72 total SIM hours; 72 ÷ 600-hour semester = 0.12 FTE</li> | ||
</ul> | </ul> | ||
</li> | </li> | ||
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</ul> | </ul> | ||
====3.2.2 | ====3.2.2 FTE for Alternate Clinical Formats==== | ||
<ul style="max-width:70em !important;"> | <ul style="max-width:70em !important;"> | ||
<li>Undergraduate Health Assessment lab/clinical supervision | <li>Undergraduate Health Assessment lab/clinical supervision | ||
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</li> | </li> | ||
</ul> | </ul> | ||
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<p style="margin-bottom:15px;max-width:70em !important;"><sup>*</sup> Faculty effort is based on a 15-week semester of instruction. 1.0 FTE = 600 hours for the semester. (9-month faculty also receive one additional week for preparation and one week for closing out the semester, for a total of 17 weeks.) </p> | <p style="margin-bottom:15px;max-width:70em !important;"><sup>*</sup> Faculty effort is based on a 15-week semester of instruction. 1.0 FTE = 600 hours for the semester. (9-month faculty also receive one additional week for preparation and one week for closing out the semester, for a total of 17 weeks.) </p> | ||
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