CON Faculty Workload Guidelines

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Appendices

UNIVERSITY OF NEBRASKA MEDICAL CENTER COLLEGE OF NURSING
Faculty Workload Guidelines	Subsection: Appendix B2
Section - Appendices	Originating Date: January 2006
Responsible Reviewing Agency: Executive Council	Revised: September 2006 Revised: January 2008 Revised: August 2009 Revised: August 2010 Reviewed: January 2015 Revised: November 2020
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General Principles

1. The work of the College of Nursing (CON) is accomplished through the committed and collaborative activities of its Faculty which are based on the professional model and directed toward achievement of the College of Nursing mission, goals, and strategic plan.
   1. The work of the CON faculty includes teaching, scholarship, service, and practice as defined in the Standards for Promotion and Tenure for Academic Rank (Appendix A) or in the Standards for Promotion for Clinical Rank (Appendix A2).
2. Consistent with the Promotion and Tenure documents faculty select their preferred roles based on rank. Work allocation is differentiated based on faculty role.
3. Faculty are encouraged, in collaboration with their supervisor, to focus their professional development in two areas as consistent with the Promotion and Tenure Guidelines.
4. The work of the CON faculty will fulfill the educational mission aligned with existing resources.
5. The CON supports all forms of scholarship: research, practice/service and teaching scholarship defined as: generating new knowledge, translating knowledge, and disseminating knowledge to the professional community and the public.
6. These guidelines are flexible and should be interpreted broadly, as the needs of individual faculty members, specific courses and projects, and those of the College will vary. The goal of this document is to provide a framework within which faculty members, their assistant deans, and associate deans and program directors collaborate to meet the College’s mission, support the strategic plan, and foster individual faculty growth, development, productivity, and success. Effort allocation guidelines are designed to promote the best faculty effectiveness available to meet the mission, goals and strategic directions of the College of Nursing.
7. Faculty effort is communicated in relation to percentage of FTE. The full-time equivalent (FTE) percentage makes work assignments comparable across various contexts. An FTE of 1.0 means that the person is a full-time faculty member, while an FTE of 0.5 signals that the faculty member is only half-time or that a particular assignment will require half time work.

Faculty Role Preferences

Faculty role preferences are varied and depend on personal development goals (academic promotion and tenure or clinical promotion), rank and credentials, employment negotiations, and organizational needs. Faculty effort is inherently related to faculty preferences and areas of role productivity, and faculty effort guidelines, in general, are consistent with the concept of role preferences and productivity and those for promotion and tenure. There are three major roles: a) teaching intensive and/or teaching scholarship productive, b) research/scholarship productive, and c) practice/scholarship productive.

Scholarship

Scholarship is highly valued by the College and University. Faculty shoulder the responsibility to seek and bring in funding to support their scholarship, and they 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. The following are examples of scholarship in the areas of teaching, practice, and research. These are consistent with P & T criteria.

Teaching:

Educational grants

Author of educational peer-reviewed publications on teaching innovations and/or evaluations

Text books and book chapters

Development of simulation activities

Regional, national, international presentations of learner-centered strategies and evaluation

Editor of an education journal

Development of evidence based guidelines

Program consultant

New course development and evaluation

Program development and evaluation

Writing test questions for national certification exams

Member of editorial boards of education journals

Inter-professional collaboration to develop new courses or learner-centered activities

Develop and/or pilot-test innovative use of technology in teaching

Practice

Develop innovations in clinical teaching and disseminate through peer reviewed publications and regional, national, or international presentations

Develop and publish practice guidelines/clinical pathways

Serve on regional, national, or international practice evaluation panels

Consultation to clinicians or agency administrators

Evaluation of practice outcomes and dissemination through peer reviewed publications and regional, national, or international presentations

Translate and evaluate research into practice

Develop disease state management protocols

Research

Recipient of intramural and extramural funding

Demonstrate progression from small intramurally funded studies to extramural funding with dissemination of findings

Dissemination of research in peer reviewed journals, and at regional, national, & international meetings

Serve on editorial boards of research journals

Serve on national grant review panels (e.g., for national specialty organizations, private foundations, NIH)