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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 13:43, February 14, 2018
, February 14, 2018→Practice Intensive Faculty
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<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> | ||
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<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that practice-intensive faculty will have a program of practice scholarship for clinical knowledge development. Practice faculty should be leaders in local, regional, and national arenas with such activities as serving on practice boards, conducting quality improvement projects, translating research to practice, conducting evidence-based practice programs, and becoming funded for practice innovations and ventures. Practice faculty must generate income for time spent in actual patient care. </p> | <p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that practice-intensive faculty will have a program of practice scholarship for clinical knowledge development. Practice faculty should be leaders in local, regional, and national arenas with such activities as serving on practice boards, conducting quality improvement projects, translating research to practice, conducting evidence-based practice programs, and becoming funded for practice innovations and ventures. Practice faculty must generate income for time spent in actual patient care. </p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">Designation in any of the scholarship-intensive roles is not fixed but rather is predicated on faculty’s past success and future interests, which may change over time, and on the College’s need to cover its missions, especially its teaching obligations. Department Chairs and Division Deans must consider return on invested time in the role in negotiating assignments for the following year.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Designation in any of the scholarship-intensive roles is not fixed but rather is predicated on faculty’s past success and future interests, which may change over time, and on the College’s need to cover its missions, especially its teaching obligations. Department Chairs and Division Deans must consider return on invested time in the role in negotiating assignments for the following year.</p> | ||
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<p style="margin-bottom:15px;max-width:70em !important;"><small><em>(Moved Guidelines for Calculations of Teaching Workload to Appendix B2)</em></small><br /><small><em>(Name changed from Guidelines for Faculty Role Differentiation to Guidelines for Doctorally Prepared Faculty Role Differentiation - January 2018)</em></small></p> | <p style="margin-bottom:15px;max-width:70em !important;"><small><em>(Moved Guidelines for Calculations of Teaching Workload to Appendix B2)</em></small><br /><small><em>(Name changed from Guidelines for Faculty Role Differentiation to Guidelines for Doctorally Prepared Faculty Role Differentiation - January 2018)</em></small></p> | ||