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<td colspan="2" valign="top">Related documents:<br /><div style="margin-left:3em; line-height:1.2;">Appendix A1 Standards and Guidelines for Promotion and Tenure for Academic Rank<br />Appendix A2 Standards and Guidelines for Promotion for Clinical Rank<br />Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing;<br />AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing<br />Board of Regents bylaws<br />Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie | <td colspan="2" valign="top">Related documents:<br /><div style="margin-left:3em; line-height:1.2;">4.4.8 Specialty Coordinator for Professional Graduate Track<br />Appendix A1 Standards and Guidelines for Promotion and Tenure for Academic Rank<br />Appendix A2 Standards and Guidelines for Promotion for Clinical Rank<br />Newhouse, R., Berry, D., Burson, R., Dorough, C., Johnson, B., McSweeney, J., Pereira, K., Swanson, K., Thompson, P., Vitello, J., McGuinn, K., Garcia, R. (2018). Defining scholarship for academic nursing;<br />AACN Position Statement. https://www.aacnnursing.org/news-data/position-statements-white-papers/defining-scholarship-for-academic-nursing<br />Board of Regents bylaws<br />Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie | ||
Foundation for the Advancement of Teaching and Learning.</div></td> | Foundation for the Advancement of Teaching and Learning.</div></td> | ||
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teaching and/or practice missions commensurate with the FTE effort that had been allocated.</p> | 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 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> | <p>Examples of teaching scholarship may include:</p> | ||
<ul style="max-width:67em !important;"> | <ul style="max-width:67em !important;"> | ||
<li style="text-indent:1em;"> | <li style="text-indent:1em;">Receipt of intramural/extramural educational grants</li> | ||
<li style="text-indent:1em;">Author of educational peer-reviewed publications on teaching innovations and/or evaluations</li> | <li style="text-indent:1em;">Author of educational peer-reviewed publications on teaching innovations and/or evaluations</li> | ||
<li style="text-indent:1em;"> | <li style="text-indent:1em;">Edit, review, or author textbooks and book chapters</li> | ||
<li style="text-indent:1em;">Development of simulation activities</li> | <li style="text-indent:1em;">Development of simulation activities</li> | ||
<li style="text-indent:1em;">Regional, national, international presentations of learner-centered strategies and evaluation</li> | <li style="text-indent:1em;">Regional, national, international presentations of learner-centered strategies and evaluation</li> | ||
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<li style="text-indent:1em;">Writing test questions for national certification exams</li> | <li style="text-indent:1em;">Writing test questions for national certification exams</li> | ||
<li style="text-indent:1em;">Member of editorial boards of education journals</li> | <li style="text-indent:1em;">Member of editorial boards of education journals</li> | ||
<li style="text-indent:1em;">Inter-professional collaboration to develop new courses or learner-centered activities</li> | <li style="text-indent:1em;">Inter-professional collaboration to develop new courses or learner-centered | ||
activities</li> | |||
<li style="text-indent:1em;">Develop and/or pilot-test innovative use of technology in teaching</li> | <li style="text-indent:1em;">Develop and/or pilot-test innovative use of technology in teaching</li> | ||
<li style="text-indent:1em;">Serve in leadership roles in state/regional/national organizations with education focus</li> | |||
<li style="text-indent:1em;">Serve on state/national/regional education committees, panels, task forces, etc.</li> | |||
</ul> | </ul> | ||
<p> | <p>Examples of research scholarship may include:</p> | ||
<ul style="max-width:67em !important;"> | <ul style="max-width:67em !important;"> | ||
<li style="text-indent:1em;">Recipient of intramural and extramural | <li style="text-indent:1em;">Recipient of intramural and extramural research grants</li> | ||
<li style="text-indent:1em;">Dissemination of research in peer reviewed journals, and at regional, national, & international meetings</li> | <li style="text-indent:1em;">Dissemination of research in peer reviewed journals, and at regional, national, & international meetings</li> | ||
<li style="text-indent:1em;">Serve on editorial boards of research journals</li> | <li style="text-indent:1em;">Serve on editorial boards of research journals</li> | ||
<li style="text-indent:1em;">Serve on national grant review panels (e.g., for national specialty organizations, private foundations, NIH)</li> | <li style="text-indent:1em;">Serve on national grant review panels (e.g., for national specialty organizations, private foundations, NIH)</li> | ||
</ul> | </ul> | ||
<p> | <p>Examples of practice scholarship may include:</p> | ||
<ul style="max-width:67em !important;"> | <ul style="max-width:67em !important;"> | ||
<li style="text-indent:1em;">Develop innovations in clinical teaching and disseminate through peer reviewed publications and regional, national, or international presentations</li> | <li style="text-indent:1em;">Recipient of intramural and extramural practice related grants</li> | ||
<li style="text-indent:1em;">Develop innovations in clinical teaching and disseminate through peer reviewed | |||
publications and regional, national, or international presentations</li> | |||
<li style="text-indent:1em;">Develop and publish practice guidelines/clinical pathways</li> | <li style="text-indent:1em;">Develop and publish practice guidelines/clinical pathways</li> | ||
<li style="text-indent:1em;">Serve on regional, national, or international practice evaluation panels</li> | <li style="text-indent:1em;">Serve on regional, national, or international practice evaluation panels</li> | ||
<li style="text-indent:1em;">Consultation to clinicians or agency administrators</li> | <li style="text-indent:1em;">Consultation to clinicians or agency administrators</li> | ||
<li style="text-indent:1em;">Evaluation of practice outcomes and dissemination through peer reviewed publications and regional, national, or international presentations</li> | <li style="text-indent:1em;">Evaluation of practice outcomes and dissemination through peer reviewed | ||
publications and regional, national, or international presentations</li> | |||
<li style="text-indent:1em;">Translate and evaluate research into practice</li> | <li style="text-indent:1em;">Translate and evaluate research into practice</li> | ||
<li style="text-indent:1em;">Develop disease state management protocols</li> | <li style="text-indent:1em;">Develop disease state management protocols</li> | ||
</ul> | </ul> | ||
==== | ====2.6 Administration==== | ||
<p style="margin-bottom:15px;max-width:70em !important;"> | <p style="margin-bottom:15px;max-width:70em !important;">The role of Specialty Track Coordinator will receive 0.20 FTE (120 clock hours/semester). Please see Policy 4.4.8 Specialty Coordinator for Professional Graduate Track.</p> | ||
<p | <p style="margin-bottom:15px;max-width:70em !important;">College Dean, Associate Deans, Assistant Deans, Directors, and Program Coordinators will | ||
receive the FTE designated for the role.</p> | |||
===3.0 Effort Calculation information=== | |||
=== | |||
<ul> | <ul> | ||
<li style="text-indent:1em;"> FTE for calculating effort per semester: | <li style="text-indent:1em;"> FTE for calculating effort per semester: | ||
<ul style="max-width:70em !important;"> | <ul style="max-width:70em !important;"> | ||
<li style="text-indent:1em;">The unit for calculating teaching work assignment is the FTE.</li> | <li style="text-indent:1em;">The unit for calculating teaching work assignment is the FTE.</li> | ||
<li style="text-indent:1em;"> | <li style="text-indent:1em;">Example: 0.2 FTE = 120 clock hours per semester | ||
<li style="text-indent:1em;">Faculty | <ul> | ||
<li style="text-indent:1em;"> | <li>0.025 FTE = 15 clock hours per semester</li> | ||
<li style="text-indent:1em;"> | </ul> | ||
</li> | |||
<li style="text-indent:1em;">Faculty teaching effort is based on a 15- week semester.</li> | |||
<li style="text-indent:1em;">Faculty can renegotiate FTE distribution based on new developments.</li> | |||
<li style="text-indent:1em;">Scholarship (in teaching, research, professional service) and teaching activities are all considered in total FTE.</li> | |||
</ul> | </ul> | ||
</li> | </li> | ||
</ul> | </ul> | ||
====3.1 FTE for classroom teaching==== | |||
<p style="margin-bottom:15px;max-width:70em !important;">A classroom course is allotted .067 FTE per credit. Therefore, a | <p style="margin-bottom:15px;max-width:70em !important;">A classroom course is allotted 0.067 FTE per credit. Therefore, a 3- credit course is assigned as 0.20 FTE or 20% effort.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;"> | <p style="margin-bottom:15px;max-width:70em !important;">Total FTE allocated for a course will be divided among faculty based on percentage of course taught by each faculty.</p> | ||
====3.1.1 Additional FTE may be assigned based on the following factors:==== | |||
<ol style="max-width:70em !important;"> | <ol style="max-width:70em !important;"> | ||
<li | <li>Class size — for each additional section over 50 students, the course may receive up to 0.05 FTE per additional section. This is added to the course effort FTE and divided among all faculty teaching the course.</li> | ||
<li | <li>Course coordinator role receives 0.05 FTE per course.</li> | ||
<li style=" | <li>Cross campus coordinator role may be one of the following and receives 0.025 FTE | ||
<li | <ol type="a" style="max-width:70em !important;"> | ||
<li | <li>Courses taught across multiple campuses for example, accelerated, | ||
<li | pathopharmacology.</li> | ||
<li>Coordinating course consistency (syllabus, exams, call meetings etc) for courses | |||
taught locally on individual campuses.</li> | |||
</ol> | |||
</li> | |||
<li>Semester coordinator role receives.025 FTE.</li> | |||
<li>Teaching a course for the first time or development of a new course may receive additional .05 FTE. Mentoring of new faculty in the coordinator role may receive .025 FTE.</li> | |||
<li>Committee chair for PhD = 0.025 FTE per semester and final semester FTE = 0.05.</li> | |||
<li>Service as a dissertation committee member or chair on dissertations outside the CON will count toward service.</li> | |||
<li>DNP project advisor = 0.025 FTE per project group per semester.</li> | |||
<li>Committee members for PhD count as service.</li> | |||
</ol> | </ol> | ||
<p style="margin-bottom:15px;max-width:70em !important;"> | <p style="margin-bottom:15px;max-width:70em !important;">Student advising is considered part of a faculty member’s service. Similarly, independent study courses are considered part of service because such courses do not meet the minimum class sizes for regular courses and are highly variable depending upon negotiated agreements between faculty and students. Faculty effort allocation may be negotiated if an independent study course results from providing a course needed by a small number of students to meet program requirements.</p> | ||
====3.2 FTE for Clinical Teaching==== | |||
====3.2.1 FTE for face-to-face clinical supervision==== | |||
<p style="max-width:70em !important;">FTE’s are assigned 0.10 FTE per credit hour for face-to-face clinical supervision. Thus, a 3-credit hour direct clinical supervision course would receive 30% or 0.3 FTE (180 clock | |||
hours). A single section in face-to-face clinical is considered to be a group of 8-10 students. | |||
<p style="max-width:70em !important;"> | Time spent in simulations and skills labs is included in the FTE allocated for the clinical. Health | ||
assessment lab clinical supervision is assigned 0.10 per credit hour for 14-16 students.</p> | |||
====3.2.2 FTE for Dedicated Education Unit supervision==== | |||
<p style="max-width:70em !important;">FTE’s are assigned at 10 | <p style="max-width:70em !important;">FTE’s are assigned at 0.10 per credit hour for DEU clinical supervision. Thus a 3- credit hour DEU clinical model would receive 30% or 0.30 FTE (180 clock hours). A single section is considered to be a group of 14-16 students.</p> | ||
====3.2.3 FTE for preceptor clinical supervision==== | |||
<p style="margin-bottom:15px;max-width:70em !important;">FTE are assigned | <p style="margin-bottom:15px;max-width:70em !important;">FTE are assigned at 0.10 FTE per 180 hours of precepted clinical hours. A single section is considered a group of 10 students at the undergraduate level.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">For APRN clinical | <p style="margin-bottom:15px;max-width:70em !important;">For APRN clinical assignments, faculty effort is 0.10 per semester (60 clock hours per semester). A single section is considered to be a group of 6-8 students.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">FTE allocations for clinical assignments include skills labs, course simulations, and Objective Structured Clinical Exams (OSCEs) for all programs.</p> | |||
<p style="margin-bottom:15px;max-width:70em !important;"> | |||