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| <li style="text-indent:1em;">Serving on a PhD dissertation committee.</li> | | <li style="text-indent:1em;">Serving on a PhD dissertation committee.</li> |
| </ul> | | </ul> |
| ====2.5 Scholarship====
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| <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
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| discovery, dissemination, application, and integration. An ongoing record of research and
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| scholarship (external dissemination of project results, writing grants and manuscripts) is
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| required of active research faculty to attain tenure. According to the AACN (White Paper, 2018)
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| scholarship in nursing can be defined as the generation, synthesis, translation, application, and
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| dissemination of knowledge that aims to improve health and transform health. It is the
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| communication of knowledge generated through multiple forms of inquiry that inform clinical
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| practice, nursing education, policy, and healthcare delivery. Scholarship is inclusive of discovery,
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| integration, application, and teaching (Boyer, 1999). The hallmark attribute of scholarship is the
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| cumulative impact of the scholar’s work on the field of nursing and health care (Newhouse et.
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| al., (2018). Defining scholarship for academic nursing. AACN White Paper.)</p>
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| <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
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| 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
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| 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>
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| <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
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| teaching and/or practice missions commensurate with the FTE effort that had been allocated.</p>
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| <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>
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| <p>Examples of teaching scholarship may include:</p>
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| <ul style="max-width:67em !important;">
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| <li style="text-indent:1em;">Receipt of intramural/extramural educational grants</li>
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| <li style="text-indent:1em;">Author of educational peer-reviewed publications on teaching innovations and/or evaluations</li>
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| <li style="text-indent:1em;">Edit, review, or author textbooks and book chapters</li>
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| <li style="text-indent:1em;">Development of simulation activities</li>
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| <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;">Editor of an education journal</li>
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| <li style="text-indent:1em;">Development of evidence based guidelines</li>
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| <li style="text-indent:1em;">Program consultant</li>
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| <li style="text-indent:1em;">New course development and evaluation</li>
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| <li style="text-indent:1em;">Program development and evaluation</li>
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| <li style="text-indent:1em;">Writing test questions for national certification exams</li>
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| <li style="text-indent:1em;">Member of editorial boards of education journals</li>
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| <li style="text-indent:1em;">Inter-professional collaboration to develop new courses or learner-centered
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| activities</li>
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| <li style="text-indent:1em;">Develop and/or pilot-test innovative use of technology in teaching</li>
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| <li style="text-indent:1em;">Serve in leadership roles in state/regional/national organizations with education focus</li>
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| <li style="text-indent:1em;">Serve on state/national/regional education committees, panels, task forces, etc.</li>
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| </ul>
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| <p>Examples of research scholarship may include:</p>
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| <ul style="max-width:67em !important;">
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| <li style="text-indent:1em;">Recipient of intramural and extramural research grants</li>
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| <li style="text-indent:1em;">Dissemination of research in peer reviewed journals, and at regional, national, & international meetings</li>
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| <li style="text-indent:1em;">Serve on editorial boards of research journals</li>
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| <li style="text-indent:1em;">Serve on national grant review panels (e.g., for national specialty organizations, private foundations, NIH)</li>
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| </ul>
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| <p>Examples of practice scholarship may include:</p>
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| <ul style="max-width:67em !important;">
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| <li style="text-indent:1em;">Recipient of intramural and extramural practice related grants</li>
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| <li style="text-indent:1em;">Develop innovations in clinical teaching and disseminate through peer reviewed
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| publications and regional, national, or international presentations</li>
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| <li style="text-indent:1em;">Develop and publish practice guidelines/clinical pathways</li>
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| <li style="text-indent:1em;">Serve on regional, national, or international practice evaluation panels</li>
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| <li style="text-indent:1em;">Consultation to clinicians or agency administrators</li>
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| <li style="text-indent:1em;">Evaluation of practice outcomes and dissemination through peer reviewed
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| publications and regional, national, or international presentations</li>
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| <li style="text-indent:1em;">Translate and evaluate research into practice</li>
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| <li style="text-indent:1em;">Develop disease state management protocols</li>
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| </ul>
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|
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| ====2.6 Administration==== | | ====2.6 Administration==== |
| <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 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> |