CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation

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Appendices

UNIVERSITY OF NEBRASKA MEDICAL CENTER COLLEGE OF NURSING
Guidelines for Faculty Role Differentiation	Subsection: Appendix B1
Section - Information	Originating Date: January, 2006
Responsible Reviewing Agency: Executive Council	Revised: January, 2007 Revised: November, 2007
J:/RESOURCE MANUAL/Table of Contents College of Nursing Resource Manual

I. Overview

The College of Nursing shoulders responsibility for effectively addressing its missions and meeting its responsibilities to the University of Nebraska Medical Center and to the state of Nebraska. The faculty of the College collectively assumes the responsibility and associated activity of fulfilling the teaching, research, service, and practice missions of the College in concert with the College's Strategic and Long Range Plan.

Within this broad mandate, the relative proportion of effort devoted to each of the missions by any single faculty varies. While all faculty are expected to teach and participate in service, the relative weight of these and other activities varies according to the needs of the College and the individual strengths and training of each faculty.

Doctorally prepared faculty are expected to be productive in a program of scholarship. Based on these considerations, faculty and their Chairperson or Assistant Dean mutually create an annual faculty activity plan that includes teaching and service, and in addition, a focus for scholarship, either teaching, research, or practice.

Scholarship in the areas of teaching, research and practice is critical for the advancement of the discipline, for creating an optimal environment for student learning, and for meeting the College’s obligations to the University. Scholarship is defined as generating and disseminating new knowledge. New knowledge can be in any number of areas, for example, new teaching methods and models, data-based research, synthesis of extant knowledge, practice innovations, and the development of evidence-based practice guidelines and protocols. New knowledge is disseminated through scholarly publications in respected, peer-reviewed journals and presentations to regional, national, and international audiences. In addition, faculty shoulder the responsibility to bring in funding to support their scholarship. Faculty receive investment time for scholarship with the expectation that they will become funded for this effort. Tangible outcomes, such as funded grants and contracts and publications are considered the return on investment.

II. Faculty Preferred Activity Plan Guidelines

Practice Intensive Faculty

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(Moved Guidelines for Calculations of Teaching Workload to Appendix B2)