CON Faculty Workload Guidelines: Difference between revisions

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<td colspan="2" valign="top">Related documents: <div style="margin-left:3em; line-height:1.2;">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,

<td colspan="2" valign="top">Related documents: <div style="margin-left:3em; line-height:1.2;">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

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>

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

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

<li>~~These guidelines are flexible and should be interpreted broadly, as the needs of individual faculty members, specific courses and projects, and those of the College will vary.~~ The goal of this document is to provide a framework within which faculty members, their 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 ~~the best~~ faculty effectiveness ~~available~~ to meet the mission, goals and strategic directions of the College of Nursing.</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>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~~, while an FTE of 0.5 signals that the faculty member is only half-time or that a particular assignment will require half time work~~.</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===

Faculty role ~~preferences~~ are varied and depend on ~~personal development~~ goals (academic promotion and tenure or clinical promotion), rank and credentials, employment negotiations, and organizational needs. Faculty effort is inherently related to faculty preferences and areas of role productivity, and faculty effort guidelines, in general, are consistent with the concept of role preferences and productivity and those for promotion and tenure. There are three major roles: a) teaching intensive and/or teaching scholarship productive, b) research/scholarship productive, and c) practice/scholarship productive.

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.

====Teaching====

====2.1    Teaching====

Teaching is a core value and all faculty are expected to have a teaching assignment.

Teaching is a core value and 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

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:

<ul>

<li>~~&nbsp~~;~~   &nbsp~~;An example of full-time work for teaching ~~intensive and/or teaching~~ scholarship ~~productive faculty~~ is:

<li>70% (.70 FTE) teaching in a semester</li>

<ul>

<li>10% service in a semester</li>

<li style="text-indent:1em;">80% (.80 FTE) teaching in a semester</li>

<li>20% teaching scholarship in a semester (See Section 2.5 for examples of teaching scholarship)</li>

<li style="text-indent:1em;">10% service in a semester</li>

</ul>

~~<li style="text-indent:1em;">10% teaching scholarship in a semester (See below for examples of teaching scholarship)</li>~~

An example of full-time work for teaching faculty who do not have allocated time for scholarship is:

~~</ul>~~

<ul>

~~</li>~~

<li style="text-indent:1em;">90% (.90 FTE) teaching in a semester</li>

<li style="text-indent:1em;">10% service in a semester</li>

</ul>

Division Assistant Deans and faculty may negotiate for an alteration in teaching based on other workload considerations.

====Research====

====2.2    Research====

Research is a vital component of the mission of the UNMC College of Nursing, and the college is committed to increasing its research ~~initiative~~. Faculty who ~~have~~ identified research as a priority focus area are expected to fully engage in those efforts, with the support of their ~~Assistant~~ Dean and the Niedfelt Nursing Research Center (NNRC).

Research is a vital component of the mission of the UNMC College of Nursing, and the college is committed to increasing its research efforts. Faculty who has identified research as a priority focus area of scholarship are expected to fully engage in those efforts, with the support of their division assistant dean, the Associate Dean of Research, and the Niedfelt Nursing

Research Center (NNRC).

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

<ul>

~~<li>     An example of full-time work for research intensive and/or research scholarship productive faculty is:~~

<li style="text-indent:1em;">40% teaching in a semester</li>

~~<ul>~~

<li style="text-indent:1em;">50% research in a semester (See Section 2.5 for examples ofr research scholarship)</li>

<li style="text-indent:1em;">40~~%-60~~% teaching in a semester</li>

<li style="text-indent:1em;">10% service in a semester</li>

<li style="text-indent:1em;">~~30%-40~~% research in a semester</li>

<li style="text-indent:1em;">10~~%-20~~% service~~/funded practice~~ in a semester ~~(See below for examples of research scholarship)</li>~~

~~</ul>~~

</li>

</ul>

====Practice====

====2.3    Practice====

Practice is another area valued within the college of nursing. 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. ~~Any~~ faculty ~~member~~ is ~~welcome~~ to ~~partner~~ with ~~another institution~~ for faculty practice. ~~Faculty who seek~~ practice ~~agreements outside~~ the ~~CON~~ are asked to ~~work through~~ the ~~Morehead Center~~ for ~~support in that process~~.

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.

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.

Faculty have the privilege of engaging in outside work up to 16 hours per month according to the Board of Regents bylaws (Outside Employment Policy #1049). Such work is outside the faculty effort allocation guidelines, but per university policy, it is expected that faculty members complete the Outside Employment Form and submit it to their supervisor.

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

<ul>

<li style="text-indent:1em;">60% teaching in a semester</li>

<li style="text-indent:1em;">20% funded practice in a semester</li>

<li style="text-indent:1em;">10% service in a semester</li>

<li style="text-indent:1em;">10% scholarship in a semester if appropriate for identified goals (See Section 2.5 for examples of practice scholarship)</li>

</ul>

====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

The following are examples of service activities:

<ul>

<li>~~     An example~~ of ~~full-time work for practice and/~~or ~~practice scholarship productive faculty is:~~

<li style="text-indent:1em;">Chair or co-chair or member of committees within the CON or university</li>

<ul>

<li style="text-indent:1em;">Professional service provided to community groups</li>

<li style="text-indent:1em;">~~40%-70% teaching in a semester~~</li>

<li style="text-indent:1em;">Committee/task force service to local, regional, national, international professional organizations</li>

<li style="text-indent:1em;">~~20%-40% funded practice in a semester~~ </li>

<li style="text-indent:1em;">Holding a leadership position in a professional organization</li>

<li style="text-indent:1em;">~~10-20% service/scholarship~~ in a ~~semester (See below for examples of practice scholarship)~~</li>

<li style="text-indent:1em;">Serving on a PhD dissertation committee.</li>

<~~/ul~~>

</li>

</ul>

====2.5    Scholarship====

====Scholarship====

Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. ([https://www.aacnnursing.org/News-Information/Position-Statements-White-Papers/Defining-Scholarship Edwards, J., Alichnie, C., Easley, C. E., Edwardson, S., Keating, S. B., & Stanley, J. (1999). Defining scholarship for the discipline of nursing. AACN White Paper.])

Scholarship is highly valued by the College and University. Faculty shoulder the responsibility to seek and bring in funding to support their scholarship, and they receive investment time for scholarship with the expectation that they will become funded and/or disseminate teaching, research, and practice scholarship for this effort allocation. Tangible outcomes, such as funded grants and contracts and publications, are considered the return on investment. Faculty who do not engage in scholarship will have the FTE allocated to scholarship reassigned to teaching. The following are examples of scholarship in the areas of teaching, research, and practice. These are consistent with P & T criteria.

CON Faculty Workload Guidelines: Difference between revisions

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