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CON Faculty Workload Guidelines: Difference between revisions
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CON Faculty Workload Guidelines (view source)
Revision as of 16:39, February 8, 2021
, February 8, 2021→Effort Calculation information
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<p><span style="text-decoration:underline;">FTE for classroom teaching</span></p> | <p><span style="text-decoration:underline;">FTE for classroom teaching</span></p> | ||
<p style="max-width:70em !important;">A classroom course is allotted .067 FTE per credit. Therefore, a three credit course is assigned 20% effort.</p> | <p style="margin-bottom:15px;max-width:70em !important;">A classroom course is allotted .067 FTE per credit. Therefore, a three credit course is assigned 20% effort.</p> | ||
<p style="max-width:70em !important;">If faculty team teaches a course, the FTE increments and work units will be divided by the number of faculty in the course.</p> | <p style="margin-bottom:15px;max-width:70em !important;">If faculty team teaches a course, the FTE increments and work units will be divided by the number of faculty in the course.</p> | ||
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<li style="text-indent:1em;">Teaching a course for the first time or development of a new course may receive additional FTE.</li> | <li style="text-indent:1em;">Teaching a course for the first time or development of a new course may receive additional FTE.</li> | ||
</ol> | </ol> | ||
<p style="max-width:70em !important;">Participation in formal faculty mentoring programs may receive additional FTE. Informal faculty mentoring is considered part of service.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Participation in formal faculty mentoring programs may receive additional FTE. Informal faculty mentoring is considered part of service.</p> | ||
<p style="max-width:70em !important;">Other types of student advising are considered part of a faculty member’s service. Similarly, independent study courses are considered part of service because such courses do not meet the minimum class sizes for regular courses and are highly variable depending upon negotiated agreements between faculty and students. Faculty effort allocation may be negotiated if an independent study course results from providing a course needed by a small number of students to meet program requirements.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Other types of student advising are considered part of a faculty member’s service. Similarly, independent study courses are considered part of service because such courses do not meet the minimum class sizes for regular courses and are highly variable depending upon negotiated agreements between faculty and students. Faculty effort allocation may be negotiated if an independent study course results from providing a course needed by a small number of students to meet program requirements.</p> | ||
<p style="max-width:70em !important;">Examples of calculating faculty effort for different types of courses are presented on the attached grid.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Examples of calculating faculty effort for different types of courses are presented on the attached grid.</p> | ||
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<p><span style="text-decoration:underline;">FTE for preceptored clinical supervision </span> (includes organizing, coordinating, mentoring, scheduling, evaluation, planning the clinical, and OSCEs):</p> | <p><span style="text-decoration:underline;">FTE for preceptored clinical supervision </span> (includes organizing, coordinating, mentoring, scheduling, evaluation, planning the clinical, and OSCEs):</p> | ||
<p style="max-width:70em !important;">FTE are assigned slightly less than face-to-face clinical supervision, with 3 credits of precepted clinical supervision equal to .10 FTE. A clinical coordinator for a course with multiple sections may receive .10 FTE.</p> | <p style="margin-bottom:15px;max-width:70em !important;">FTE are assigned slightly less than face-to-face clinical supervision, with 3 credits of precepted clinical supervision equal to .10 FTE. A clinical coordinator for a course with multiple sections may receive .10 FTE.</p> | ||
<p style="max-width:70em !important;">For APRN clinical credit assignments, faculty effort is calculated based on 6 students per clinical group. The faculty-student ratio will not normally exceed 1:6 for precepted clinical experiences, except in situations where faculty feel a slightly higher ratio is justified, such as for more advanced students where a 1:8 ratio might be considered.</p> | <p style="margin-bottom:15px;max-width:70em !important;">For APRN clinical credit assignments, faculty effort is calculated based on 6 students per clinical group. The faculty-student ratio will not normally exceed 1:6 for precepted clinical experiences, except in situations where faculty feel a slightly higher ratio is justified, such as for more advanced students where a 1:8 ratio might be considered.</p> | ||
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<p><span style="text-decoration:underline;">SCHOLARSHIP EFFORT</span></p> | <p><span style="text-decoration:underline;">SCHOLARSHIP EFFORT</span></p> | ||
<p style="max-width:70em !important;"></p> | <p style="margin-bottom:15px;max-width:70em !important;">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 discovery, dissemination, application, and integration. An ongoing record of research and scholarship (external dissemination of project results, writing grants and manuscripts) is required of active research faculty to attain tenure. Active research faculty generally may be allocated 40% FTE to engage in scholarship activities which will be negotiated annually based on productivity. Faculty focused on the scholarship of dissemination, application, and integration also are expected to advance understanding of these areas through original, creative work. Faculty are responsible for seeking and bringing in funding to support their scholarship. Tangible outcomes, such as funded grants and 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 if they need time to write grant proposals.</p> | ||
<p style="max-width:70em !important;"></p> | <p style="margin-bottom:15px;max-width:70em !important;">Faculty members with funded grants may have their teaching or service assignments further reduced commensurate with funded grant responsibilities, although this depends on productivity and work that is planned and needed. To illustrate, a faculty member with a 25% effort funded by a research grant will be allocated 25% of his or her 100% work assignment for the grant. He or she may negotiate for a reduction in teaching 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> | ||
<p style="max-width:70em !important;"></p> | <p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty, not wishing to participate in scholarship activities or not meeting their expected scholarship goals, will allocate their effort to the teaching and/or practice missions commensurate with the FTE effort that had been allocated.</p> | ||
<p style="max-width:70em !important;"></p> | <p style="margin-bottom:15px;max-width:70em !important;">New PhD Faculty coming in at the rank of Assistant Professor will be given a reduced teaching assignment (e.g. additional 20% FTE reduced assignment) for the first three years depending on available budgetary resources with the expectation of yearly progress towards funding and publications.</p> | ||
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<p><sup>i</sup> <small>Boyer, E. (1991). <em>Scholarship Reconsidered</em>: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching and Learning.</small></p> | |||