CON Faculty Workload Guidelines: Difference between revisions
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====1.0 | ====1.0 General Principles==== | ||
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<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> | <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> | ||
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====<span style="text-decoration:underline;">Faculty Role Preferences</span>==== | ====<span style="text-decoration:underline;">Faculty Role Preferences</span>==== | ||
<p style="margin-bottom:15px; max-width:70em !important;">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.</p> | <p style="margin-bottom:15px; max-width:70em !important;">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.</p> | ||