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CON Guidelines for Doctorally Prepared Faculty Role Differentiation: Difference between revisions
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CON Guidelines for Doctorally Prepared Faculty Role Differentiation (view source)
Revision as of 10:45, June 30, 2020
, June 30, 2020→Annual Review of Research Effort with Associated Metrics
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===II. Faculty Preferred Activity Plan Guidelines=== | ===II. Faculty Preferred Activity Plan Guidelines=== | ||
<p style="margin-bottom:15px;max-width:70em !important;">The Dean and Executive Council annually assess the needs and resources of the College of Nursing for the next academic year. Division Deans collaborate with each other and the appropriate Associate Deans and Directors to determine teaching assignments so as to cover the courses of the College.</p> | <p style="margin-bottom:15px;max-width:70em !important;">The Dean and Executive Council annually assess the needs and resources of the College of Nursing for the next academic year. Division Deans collaborate with each other and the appropriate Associate Deans and Directors to determine teaching assignments so as to cover the courses of the College.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">Three pathways | <p style="margin-bottom:15px;max-width:70em !important;">Three pathways for doctorally prepared faculty include being teaching, research, and practice scholars. Doctorally prepared faculty propose their professional goals for the next year and negotiate with their Assistant Dean for their activity plan.</p> | ||
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<p style="margin-bottom:15px;max-width:70em !important;">Master’s prepared faculty also propose their professional goals for the academic year. According to their contracts, teaching is their major focus with committee service as appropriate. Master’s faculty are encouraged to engage in scholarly activities as time and interest allows. </p> | <p style="margin-bottom:15px;max-width:70em !important;">Master’s prepared faculty also propose their professional goals for the academic year. According to their contracts, teaching is their major focus with committee service as appropriate. Master’s faculty are encouraged to engage in scholarly activities as time and interest allows. </p> | ||
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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. The two selected primary areas of accomplishment (Teaching, | <p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice. The two selected primary areas of accomplishment (Teaching, Scholarship [teaching, research, practice], and service/practice should be complimentary; one should support the other.</p> | ||
===Annual Review of Research Effort with Associated Metrics=== | ===Annual Review of Research Effort with Associated Metrics=== | ||
<p style="margin-bottom:15px;max-width:70em !important;">For faculty with FTE of < .20. Prior to Annual Evaluation with faculty, Mentor (if appropriate), Asst. Dean (or supervisor) and Associate Dean of Research and/or Associate Dean of Practice or Associate Dean of Academics shall meet to negotiate on Scholarship FTE for the following year.</p> | <p style="margin-bottom:15px;max-width:70em !important;">For faculty with FTE of < .20. Prior to Annual Evaluation with faculty, Mentor (if appropriate), Asst. Dean (or supervisor) and Associate Dean of Research and/or Associate Dean of Practice or Associate Dean of Academics shall meet to negotiate on Scholarship FTE for the following year.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">For faculty with FTE > .30. | <p style="margin-bottom:15px;max-width:70em !important;">For faculty with FTE > .30. A meeting every 6 months with faculty, Mentor (if appropriate) , Asst. Dean (or supervisor) and Associate Dean for Research for the first 3 years with this FTE allocation prior to Annual Evaluation of faculty. Meetings occur annually after the first 3 years. ADR and Assistant Dean should negotiate on research FTE for the following year. See table below for proposed Metrics associated with FTE allocation for all doctorally prepared faculty.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;"><strong>Table 1. Metrics and Review Schedule for Doctoral Prepared Faculty</strong></p> | <p style="margin-bottom:15px;max-width:70em !important;"><strong>Table 1. Metrics and Review Schedule for Doctoral Prepared Faculty</strong></p> | ||
<table style="max-width:70em !important; background:#FFFFFF; border:0.5px solid #000000;" width="100%" cellspacing="0" cellpadding="0" border="0"> | <table style="max-width:70em !important; background:#FFFFFF; border:0.5px solid #000000;" width="100%" cellspacing="0" cellpadding="0" border="0"> | ||
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<td valign="top" style="border:0.5px solid #000000;"> | <td valign="top" style="border:0.5px solid #000000;"> | ||
<ul align="left"> | <ul align="left"> | ||
<li align="left">Mentoring grad students - | <li align="left">Mentoring grad students - presentations, </li> | ||
<li align="left">pubs should be counted</li> | <li align="left">pubs should be counted</li> | ||
</ul> | </ul> | ||
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<td valign="top" style="border:0.5px solid #000000;"> | <td valign="top" style="border:0.5px solid #000000;"> | ||
<ul align="left"> | <ul align="left"> | ||
<li align="left"> | <li align="left">Year 1 internal, >2year external</li> | ||
<li align="left">unless funded, then 1 grant app/year</li> | <li align="left">unless funded, then 1 grant app/year</li> | ||
</ul> | </ul> | ||
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<td valign="top" style="border:0.5px solid #000000;"> | <td valign="top" style="border:0.5px solid #000000;"> | ||
<ul align="left"> | <ul align="left"> | ||
<li align="left"> | <li align="left">Year 1 internal, >2year external</li> | ||
<li align="left">unless funded, then 1 grant app/year</li> | <li align="left">unless funded, then 1 grant app/year</li> | ||
<li align="left">If new hire, must be post doc to be eligible for .60</li> | <li align="left">If new hire, must be post doc to be eligible for .60</li> | ||
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<br /> | <br /> | ||
====Teaching Scholar==== | ====Teaching Scholar==== | ||
<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 tripartite 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> | <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 tripartite 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 Scholar==== | ====Research Scholar==== | ||
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====Practice Scholar==== | ====Practice Scholar==== | ||
<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 tripartite 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> | <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 tripartite 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> | ||
====General==== | ====General==== | ||