CON Guidelines for Doctorally Prepared Faculty Role Differentiation: Difference between revisions

 

====Educator====

<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that in the role of researcher, faculty will have a research program for knowledge development (efficacy), effectiveness (testing in real world settings) or implementation science (integrated into systems, community etc.) that contributes to the tri-partite mission of the CON. Their efforts should be disseminated in publications and presentations which indicate productivity as a researcher. Grant submissions and funding mechanisms must be pursued and is required in order for a faculty who wants to be recognized for research excellence in their faculty role and to negotiate substantial time for research. Research  faculty should be leaders in local, regional, and national arenas with such activities as serving on research boards or councils, journal boards and study sections, councils for professional research organizations.</p>

====Clinician====

<p style="margin-bottom:15px;max-width:70em !important;">It is anticipated that in the role of clinician, faculty will have a practice that contributes to the trip-partite mission of the CON. Their efforts should be disseminated in publications, white papers, guidelines and presentations which indicate productivity as a practitioner. 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 service or as a practitioner as part of their faculty role at the CON. </p>