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

<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;">The Dean and Executive Council annually assess the needs and resources of the College of Nursing for the next academic year. Division assistant deans collaborate with each other and the appropriate associate deans and directors to determine teaching assignments so as to cover the courses of the College.</p>

<p style="margin-bottom:15px;max-width:70em !important;">Three pathways for doctoral-prepared faculty include being teaching, research, and practice scholars. Doctoral-prepared faculty propose their professional goals for the next year and negotiate with their assistant dean for their activity plan.</p>