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CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation: Difference between revisions
CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation (view source)
Revision as of 12:09, June 19, 2020
, June 19, 2020→II. Faculty Preferred Activity Plan Guidelines
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<p style="margin-bottom:15px;max-width:70em !important;">Master’s prepared faculty also propose their professional goals for the academic year. According to their contracts, teaching is their major focus with committee service as appropriate. Master’s faculty are encouraged to engage in scholarly activities as time and interest allows. </p> | <p style="margin-bottom:15px;max-width:70em !important;">Master’s prepared faculty also propose their professional goals for the academic year. According to their contracts, teaching is their major focus with committee service as appropriate. Master’s faculty are encouraged to engage in scholarly activities as time and interest allows. </p> | ||
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===Annual activity expectations for doctorally-prepared faculty=== | |||
<p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice. The two selected primary areas of accomplishment (Teaching, Scholarship (teaching, research, practice) service/practice should be complimentary; one should support the other.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice. The two selected primary areas of accomplishment (Teaching, Scholarship (teaching, research, practice) service/practice should be complimentary; one should support the other.</p> | ||
====Educator Scholar==== | ====Educator Scholar==== | ||