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CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation: Difference between revisions
CON Scholarship Guidelines for Doctoral-Prepared Faculty Role Differentiation (view source)
Revision as of 13:42, February 14, 2018
, February 14, 2018→Teaching Intensive Faculty
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====Annual activity expectations for doctorally-prepared faculty==== | ====Annual activity expectations for doctorally-prepared faculty==== | ||
<p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice.</p> | ||
==== | ====Educator==== | ||
<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated | <p style="margin-bottom:15px;max-width:70em !important;">It is anticipated in the role of educator, faculty will have a program of scholarship for knowledge development related to teaching and training programs that contributes to the tri-partite mission of the CON. Faculty will disseminate results in publications and presentations. Faculty will want to be recognized for teaching excellence beyond course evaluations, such as in requests for teaching consultation, service on local, regional, national and international boards, recipient of teaching awards, textbook awards, etc. Faculty who are focused on teaching excellence should negotiate substantial time for teaching scholarship, grant funding must be obtained, such as with training grants and funding for teaching innovations. </p> | ||
====Research Intensive Faculty==== | ====Research Intensive Faculty==== | ||
<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that research-intensive faculty will have a research program for knowledge development and will disseminate results in publications and presentations which indicate productivity as a researcher. Grant funding must be pursued and is required in order for a faculty who is research-intensive to negotiate substantial time for research. Research intensive faculty should have the background training in research methods that is generally expected for the conduct of research by funding agencies. </p> | <p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that research-intensive faculty will have a research program for knowledge development and will disseminate results in publications and presentations which indicate productivity as a researcher. Grant funding must be pursued and is required in order for a faculty who is research-intensive to negotiate substantial time for research. Research intensive faculty should have the background training in research methods that is generally expected for the conduct of research by funding agencies. </p> | ||