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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 10:36, June 30, 2020
, June 30, 2020→I. Overview
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<p style="margin-bottom:15px;max-width:70em !important;">The College of Nursing (CON) shoulders responsibility for effectively addressing its missions and meeting its responsibilities to the University of Nebraska Medical Center and to the state of Nebraska. The faculty of the College collectively assumes the responsibility and associated activity of fulfilling the teaching, research, service, and practice missions of the College in concert with the College's Strategic Plan.</p> | <p style="margin-bottom:15px;max-width:70em !important;">The College of Nursing (CON) shoulders responsibility for effectively addressing its missions and meeting its responsibilities to the University of Nebraska Medical Center and to the state of Nebraska. The faculty of the College collectively assumes the responsibility and associated activity of fulfilling the teaching, research, service, and practice missions of the College in concert with the College's Strategic Plan.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">Within this broad mandate, the relative proportion of effort devoted to each of the tripartite missions by any single faculty varies. While all faculty are expected to teach and participate in service, the relative weight of these and other activities varies according to the needs of the CON and the individual strengths and training of each faculty. When hired, faculty receive an offer letter, contract, and Appendix A of the employment agreement, with effort allocation for teaching, scholarship (teaching, research, practice), and service/practice to include any specific variations that are planned to occur in the percentage of time over the course of the contract period.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Within this broad mandate, the relative proportion of effort devoted to each of the tripartite missions by any single faculty varies. While all faculty are expected to teach and participate in service, the relative weight of these and other activities varies according to the needs of the CON and the individual strengths and training of each faculty. When hired, faculty receive an offer letter, contract, and Appendix A of the employment agreement, with effort allocation for teaching, scholarship (teaching, research, practice), and service/practice to include any specific variations that are planned to occur in the percentage of time over the course of the contract period.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">Scholarship in the areas of teaching, research and practice is critical for the advancement of the discipline, for creating an optimal environment for student learning, and for meeting the College’s obligations to the University. Scholarship is defined as generating and disseminating new knowledge. New knowledge can be in any number of areas, for example, new teaching methods and models, data-based research, synthesis of extant knowledge, practice innovations, and the development of evidence-based practice guidelines and protocols. New knowledge is disseminated through scholarly publications in respected, peer-reviewed journals and presentations to regional, national, and international audiences. In addition, faculty shoulder the responsibility to bring in funding to support their scholarship. Faculty receive investment time for scholarship with the expectation that they will become funded for this effort. Tangible outcomes, such as funded grants and contracts and publications are considered the return on investment. Outcomes in relation to goals should be documented at each annual evaluation of faculty and considered in the negotiation process for allocation of effort.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Doctorally prepared faculty are expected to be productive in a program of scholarship. Based on these considerations, faculty and their Assistant Dean mutually create an annual faculty activity plan that includes teaching and service, and in addition, a focused plan for scholarship, either teaching, research, or practice. A competitive start-up package may be negotiated by the Dean, Assistant Dean, and Associate Dean for Research (and Practice if applicable). The start-up package may include FTE effort allocation, equipment, travel, Graduate Assistant, etc., contingent on resources and candidate needs.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">Scholarship in the areas of teaching, research, and practice is critical for the advancement of the discipline, for creating an optimal environment for student learning, and for meeting the College’s obligations to the University. Scholarship is defined as generating and disseminating new knowledge. New knowledge can be in any number of areas, for example, new teaching methods and models, data-based research, synthesis of extant knowledge, practice innovations, and the development of evidence-based practice guidelines and protocols. New knowledge is disseminated through scholarly publications in respected, peer-reviewed journals and presentations to regional, national, and international audiences. In addition, faculty shoulder the responsibility to bring in funding to support their scholarship. Faculty receive investment time for scholarship with the expectation that they will become funded for this effort. Tangible outcomes, such as funded grants and contracts and publications are considered the return on investment. Outcomes in relation to goals should be documented at each annual evaluation of faculty and considered in the negotiation process for allocation of effort.</p> | |||
===II. Faculty Preferred Activity Plan Guidelines=== | ===II. Faculty Preferred Activity Plan Guidelines=== | ||