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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 13:08, June 19, 2020
, June 19, 2020→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;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. | <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 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 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 Assistant Dean for their activity plan.</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.</p> | <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) service/practice should be complimentary; one should support the other.</p> | ||
====Educator Scholar==== | ====Educator 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> | ||