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CON Guidelines for Doctorally Prepared Faculty Role Differentiation: Difference between revisions
CON Guidelines for Doctorally Prepared Faculty Role Differentiation (view source)
Revision as of 15:18, May 6, 2015
, May 6, 2015→II. Faculty Preferred Activity Plan Guidelines
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===II. Faculty Preferred Activity Plan Guidelines=== | ===II. Faculty Preferred Activity Plan Guidelines=== | ||
<p style="margin-bottom:15px;">The Dean and Executive Council annually assess the needs and resources of the College of Nursing for the next academic year. Department Chairs/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. Department Chairs/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;">Three pathways of scholarship for doctorally prepared faculty include being teaching-intensive, research-intensive and practice- intensive. Doctorally prepared faculty propose their professional goals for the next year and negotiate with their Chair/Assistant Dean for their activity plan.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Three pathways of scholarship for doctorally prepared faculty include being teaching-intensive, research-intensive and practice- intensive. Doctorally prepared faculty propose their professional goals for the next year and negotiate with their Chair/Assistant Dean for their activity plan.</p> | ||
<p style="margin-bottom:15px;">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> | ||
====Annual activity expectations for doctorally-prepared faculty==== | ====Annual activity expectations for doctorally-prepared faculty==== | ||
<p style="margin-bottom:15px;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Doctorally-prepared faculty negotiate their preferred focus of scholarship among teaching, research, or practice.</p> | ||
====Teaching Intensive Faculty==== | ====Teaching Intensive Faculty==== | ||
<p style="margin-bottom:15px;">It is anticipated that teaching-intensive faculty will have a program of scholarship for knowledge development related to teaching and training programs, and will disseminate results in publications and presentations. Teaching intensive faculty will want to be recognized for teaching excellence beyond course evaluations, such as in requests for teaching consultation, local and regional teaching awards, textbook awards, etc. In order for a faculty who is teaching-intensive to 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 that teaching-intensive faculty will have a program of scholarship for knowledge development related to teaching and training programs, and will disseminate results in publications and presentations. Teaching intensive faculty will want to be recognized for teaching excellence beyond course evaluations, such as in requests for teaching consultation, local and regional teaching awards, textbook awards, etc. In order for a faculty who is teaching-intensive to negotiate substantial time for teaching scholarship, grant funding must be obtained, such as with training grants and funding for teaching innovations. </p> | ||
====Research Intensive Faculty==== | ====Research Intensive Faculty==== | ||
<p style="margin-bottom:15px;">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> | ||
====Practice Intensive Faculty==== | ====Practice Intensive Faculty==== | ||
<p style="margin-bottom:15px;">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;">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;">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;"><small><em>(Moved Guidelines for Calculations of Teaching Workload to Appendix B2)</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></p> | ||