CON Faculty Workload Guidelines: Difference between revisions
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==2.0 Faculty Role Preferences== | ==2.0 Faculty Role Preferences== | ||
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=== | ||
<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 | <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> | <ul> | ||
<li style="text-indent:1em;">70% (.70 FTE) teaching</li> | <li style="text-indent:1em;">70% (.70 FTE) teaching</li> | ||
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===2.2 Scholarship=== | ===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 | <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 | <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 | 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;">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;">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> | ||