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CON Faculty Workload Guidelines: Difference between revisions
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====2.5 Scholarship==== | ====2.5 Scholarship==== | ||
<p style="margin-bottom:15px;max-width:70em !important;">Scholarship in | <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 | ||
<p style="margin-bottom:15px;max-width:70em !important;"> | discovery, dissemination, application, and integration. An ongoing record of research and | ||
scholarship (external dissemination of project results, writing grants and manuscripts) is | |||
required of active research faculty to attain tenure. 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 to seek and bring 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 Appendix B1). 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. After the first three years of employment, faculty members who are research active are expected to have research time reimbursed by grant funding, or to negotiate with their assistant dean and associate dean for research if they need time to write grant proposals. A faculty member may negotiate for a reduction in teaching | |||
or service load to supplement the time funded by the grant, depending on needs related to the grant and college needs related to teaching effort. Any additional reduction in teaching or service will end when the grant funding ends.</p> | |||
<p style="margin-bottom:15px;max-width:70em !important;">Faculty who does not engage in scholarship will have the FTE allocated to scholarship reassigned to teaching. Doctorally-prepared faculty not wishing to participate in scholarship activities or not meeting their expected scholarship goals, will allocate 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;">The following are examples of scholarship in the areas of teaching, research, and practice. These are consistent with promotion & tenure (P&T) criteria.</p> | |||
<p><em>Teaching</em></p> | <p><em>Teaching</em></p> | ||
<ul style="max-width:67em !important;"> | <ul style="max-width:67em !important;"> | ||