CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation: Difference between revisions

<p style="margin-bottom:15px;max-width:70em !important;">Within this broad mandate, the relative proportion of effort devoted to each of the tripartite 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 CON and the individual strengths and training of each faculty. When hired, faculty receive an offer letter, contract, and Appendix A of the employment contract for 1 year, with effort allocation for teaching, scholarship (teaching, research, practice), and service/practice. </p>

<p style="margin-bottom:15px;max-width:70em !important;">Doctorally prepared faculty are expected to be productive in a program of scholarship. Based on these considerations, faculty and their Assistant Dean mutually create an annual faculty activity plan that includes teaching and service, and in addition, a focused plan for scholarship, either teaching, research, or practice. A competitive start-up package may be negotiated by the Dean, Assistant Dean, and Associate Dean for Research (and Practice if applicable). The start-up package may include FTE effort allocation, equipment, travel, Graduate Assistant, etc., contingent on resources and candidate needs. </p>

<p style="margin-bottom:15px;max-width:70em !important;">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. Outcomes in relation to goals should be documented at each annual evaluation of faculty and considered in the negotiation process for allocation of effort.</p>

<p style="margin-bottom:15px;max-width:70em !important;">Three pathways of scholarship for doctorally prepared faculty include being teaching-intensive, research-intensive and practice- intensive. Doctorally prepared faculty propose their professional goals for the next year and negotiate with their Assistant Dean for their activity plan.</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>

<p style="margin-bottom:15px;max-width:70em !important;">For faculty with FTE > .30. A meeting every 6 months with faculty, Mentor (if appropriate) , Asst. Dean (or supervisor) and Associate Dean of Research for the first 3 years with this FTE allocation prior to Annual Evaluation of faculty. ADR and Assistant Dean should negotiate on research FTE for the following year. See table below for proposed Metrics associated with FTE allocation for all doctorally prepared faculty.</p>

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      <td colspan="6" ><strong>Table: all doctoral prepared faculty are expected to engage in Scholarship</strong></td>

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       <td align="center">'''FTE'''</td>

       <td align="center">'''Metrics'''</td>

       <td>&nbsp;</td>

       <td>&nbsp;</td>

       <td>&nbsp;</td>

       <td align="center">'''Scheduled<br />Meetings'''</td>

====Educator Scholar====

====Researcher====

<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that in the role of researcher, faculty will have a research program for knowledge development (efficacy), effectiveness (testing in real world settings) or implementation science (integrated into systems, community etc.) that contributes to the tripartite mission of the CON. Their efforts should be disseminated in publications and presentations which indicate productivity as a researcher. Grant submissions and funding mechanisms must be pursued and is required in order for a faculty who wants to be recognized for research excellence in their faculty role and to negotiate substantial time for research. Research faculty should be leaders in local, regional, and national arenas with such activities as serving on research boards or councils, journal boards and study sections, councils for professional research organizations.</p>

====Clinician Scholar====

<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that in the role of clinician, faculty will have a practice that contributes to the tripartite mission of the CON. Their efforts should be disseminated in publications, white papers, guidelines and presentations which indicate productivity as a practitioner. Practice faculty should be leaders in local, regional, and national arenas with such activities as serving on practice boards, conducting quality improvement projects, translating research to practice, conducting evidence-based practice programs, and becoming funded for practice innovations and ventures. Practice faculty must generate income for time spent in service or as a practitioner as part of their faculty role at the CON. </p>

<p style="margin-bottom:15px;max-width:70em !important;">Designation in any of the roles is not fixed but rather is predicated on faculty’s past success and future interests, which may change over time, and on the College’s need and resources to address the tri-partite mission of the CON. Division Deans must consider return on invested time in the role in negotiating assignments on a yearly basis. Division Deans are also responsible for assisting faculty with identifying the different roles that will result in promotion and tenure.</p>