Program Quality: Mission and Governance
- Faculty Assignment Workload Policy
Nicole Wertheim College of Nursing and Health Sciences (NWCNHS)
Faculty Assignment/Workload Policy
Approved DCD 5-14-2014
Revisions and approved DCD 6-17-2015
Revisions and approved DCD 8-01-2017
Florida Statute—Required Number of Classroom Teaching Hours for University Faculty Members
Florida Statute 1012.945 Required number of classroom teaching hours for university faculty members.—
(1) As used in this section:
(a) "State funds" means those funds appropriated annually in the General Appropriations Act.
(b) "Classroom contact hour" means a regularly scheduled 1-hour period of classroom activity in a course of instruction which has been approved by the university.
(2) ”Each full-time equivalent teaching faculty member at a university who is paid wholly from state funds shall teach a minimum of 12 classroom contact hours per week at such university… In determining the appropriate hourly weighting of assigned duties other than classroom contact hours, the universities shall develop and apply a formula designed to equate the time required for non-classroom duties with classroom contact hours…” History.—s. 783, Ch. 2002-387.
NWCNHS Guidelines for Faculty Assignments/Workload for an
Academic Year (Fall-Spring)
In determining annual faculty assignments each semester, the following guidelines are used:
Tenured Faculty
Teaching 60%: Teaching consists of 12 credit hours with 3 credit hours release for scholarship/research per semester per academic year. Therefore, a total of 9 credit hours per semester is the expected teaching assignment. For purposes of this Policy, a ―section equivalent‖ of an online course shall be defined as an enrollment of between one and 50 students. If an online course is taught in-load, the employee shall receive a .25 FTE assignment for teaching 1 – 50 students, plus an additional .005 FTE assignment for each student enrolled in the same course between 51 and 200. An employee teaching an online section of more than 200 students in load shall receive a 1.0 FTE plus extra compensation of 1/50 of the amount that would be paid for one section equivalent of an extra-compensation online course pursuant to this paragraph per student enrolled over 200. Whether an online course is taught in load or as an extra compensation assignment, if the university provides at least one teaching assistant per section equivalent in courses with enrollments over 50, no extra compensation or additional FTE assignment per student will be required for any section equivalent for which a teaching assistant is provided. BOT-UFF Policy Assignment of Responsibilities 10(B) (iii) (b) p.57 UFF Collective Bargaining Agreement
Scholarship - 30%: Includes expectation of 3-5 publications in press or in print per academic year on average over 3 years, and externally funded major grant (~$250K) or submission of a minimum of one major grant proposal for external grant funding each semester per academic year. A faculty member Principle Investigator, Co Principal Investigator, Director on a current funded grant meet the expectations of grantsmanship per semester for the grant duration.
Service - 10%: Includes service to department/college/university/national and international healthcare discipline organizations. The expectation is that a tenured faculty member chairs committees at the College, University level and/or engages in leadership at national/international health discipline organization level annually.
NOTE:
No tenured faculty member may be assigned teaching overload, i.e. Extra State Compensation (ESC) since the College gives two course releases per academic year to support tenured faculty members’ scholarship/research expectations.
Under extenuating circumstances only, a tenured faculty member may be considered for ESC. However, a written request must be approved prior to the semester assignment in writing by the Dean or the Dean’s designee.
A tenured faculty member who does not maintain a record of submission of 2 externally-funded grants annually and 3 publications annually on average for 3 consecutive years will no longer be given course release for research and will be assigned 80% teaching, 10% scholarship and 10% service.
Tenure-Earning Faculty (1st three years only)
In year 4, the tenure-earning faculty member assumes the same assignment as a tenured faculty member.
Teaching - 40%: Teaching consists of 12 credit hours with 6 credit hour release for scholarship/research per semester. Therefore, a total of 6 credit hours per semester is the expected teaching assignment. For purposes of this Policy, a ―section equivalent‖ of an online course shall be defined as an enrollment of between one and 50 students. If an online course is taught in-load, the employee shall receive a .25 FTE assignment for teaching 1 – 50 students, plus an additional .005 FTE assignment for each student enrolled in the same course between 51 and 200. An employee teaching an online section of more than 200 students in load shall receive a 1.0 FTE plus extra compensation of 1/50 of the amount that would be paid for one section equivalent of an extra-compensation online course pursuant to this paragraph per student enrolled over 200. Whether an online course is taught in load or as an extra compensation assignment, if the university provides at least one teaching assistant per section equivalent in courses with enrollments over 50, no extra compensation or additional FTE assignment per student will be required for any section equivalent for which a teaching assistant is provided. BOT-UFF Policy Assignment of Responsibilities 10(B) (iii)(b) p.57 UFF Collective Bargaining Agreement
Tenure-earning faculty members are required to teach at minimum, one course per semester or two courses per academic year.
Scholarship - 50%: (30% as with Tenure Track plus the 20% course release toward scholarship development). Scholarship includes expectation of 3-5 publications in press or in print on average per academic year plus at least two grant proposals submitted for external funding per academic year with at least 1 to 2 grants funded by mid-Year 3. At least two pilot studies should be in process the first three years unless a major externally funded grant (~$250K) is obtained; presentations/posters are precursors to article submissions and not counted in scholarship expectations.
Service - 10%: Includes service to department/college/university/national and international healthcare discipline organizations. The expectation is that the faulty member will chair committees at the College, and/or University level and participate in national/international health discipline organizations.
NOTE:
No tenure-earning faculty member may be assigned teaching overload or teaching Extra State Compensation (ESC) since the College gives four course releases each for the first three academic years to support tenure-earning faculty members’ scholarship development expectations.
No tenure earning faculty member may be assigned administrative release since the College gives four course releases each for the first three academic years to support tenure-earning faculty members’ scholarship development expectations.
Under extenuating circumstances only, a tenure-earning faculty member may be considered for ESC or administrative assignment. However, a written request must be approved prior to the semester assignment in writing by the Dean or the Dean’s designee.
Clinical Faculty
Teaching - 80%: Consists of 12 credit hours per semester is the expected teaching academic year assignment.
For purposes of this Policy, a section equivalent of an online course shall be defined as an enrollment of between one and 50 students. If an online course is taught in-load, the employee shall receive a .25 FTE assignment for teaching 1 – 50 students, plus an additional .005 FTE assignment for each student enrolled in the same course between 51 and 200. An employee teaching an online section of more than 200 students in load shall receive a 1.0 FTE plus extra compensation of 1/50 of the amount that would be paid for one section equivalent of an extra-compensation online course pursuant to this paragraph per student enrolled over 200. Whether an online course is taught in load or as an extra compensation assignment, if the university provides at least one teaching assistant per section equivalent in courses with enrollments over 50, no extra compensation or additional FTE assignment per student will be required for any section equivalent for which a teaching assistant is provided. BOT-UFF Policy Assignment of Responsibilities 10(B)(iii)(b) p.57 UFF Collective Bargaining Agreement
Scholarship - 10%: Includes 1-2 articles in press or in print on average per academic year; participation in a major externally-funded grant (~$250K) as PI/PD or Investigator/Co-PI/CO-PD, active participation on a research team or in a translational research study, particularly for DNP or DPT prepared faculty or external funding for teaching innovations or other demonstration projects. Presentations/ posters are the precursor to article/journal submissions and are not counted in scholarship expectations and do not count toward promotion criteria.
Service - 10%: The expectation is active membership, leadership and /or chairing committees at the College or University levels and/or participation in national/international disciplinary organization annually dependent on rank.
Overall Comments on Faculty Assignments/Workload
Any faculty member (tenured, tenure-earning, or clinical or visiting) may be assigned only ONE (3 credit course or equivalent) ESC per semester.
Under extreme extenuating circumstances only any faculty member (tenured, tenure-earning, or clinical) may be considered for additional ESC or administrative assignment. However, a written request including rationale for extenuating circumstances must be approved prior to the semester assignment in writing by the Dean or the Dean’s designee.
Any ESC outside the College must be approved in writing by the Dean or the Dean’s designee
The NWCNHS expects all faculty members to include and post a minimum of five office hours per week to meet with students.
A limited number of course releases may be available in any given semester for non-sponsored research assignments. Tenure-earning faculty members are excluded from this calculation. Chairs/Directors may negotiate with the Dean regarding course releases for Tenured/Clinical Faculty for teaching release time for special projects or administrative assignments per semester e.g., self-study accreditation, special projects., etc. This negotiated assignment with definitive outcomes must be approved in writing by the Dean and must be finalized in the written faculty assignment before the semester commences. If the negotiated assignment is not fulfilled as per contract, the faculty will owe the college the course release and will be re-assigned the teaching load that was released.
By UFF guidelines all faculty members must teach a minimum of one course per academic year.
Sponsored research teaching course buyouts are normally charged at 10% per academic year or 20% per semester. The percentage of course buy out is the percentage of the faculty members’ base salary (plus fringe benefits) to be paid for by the sponsored granting organization. Because the funding agency is purchasing the faculty member’s time from the University, it should be included in the contract/grant budget at the full rate and needs to be reflected in the faculty assignment.
If the faculty teaching assignment is part of a grant, there is no release as the activity is already part of the faculty member’s teaching assignment. If a faculty member is administrating grant activities, an equivalent teaching release per semester or per academic year is acceptable since this activity is outside of the usual faculty assignment.
Faculty members, who are PhD Dissertation Chairpersons, receive one course release the semester after 2 chaired dissertations are completed. All faculty members with Dissertation Advisor Status (DAS) are expected to chair and serve on a minimum of 2 dissertations on average each academic year.
No faculty member may buy out all courses to be taught in an academic year. All faculty members must teach at least one course per academic year even if grant/contract buyouts would equal the full teaching percentage of their teaching assignment for the whole academic year. The University is an institution that teaches students as well as that completes research and scholarship.
Any change in faculty assignment/workload is to be negotiated by the chairperson and must be approved in writing by the Dean or Dean’s designee.
The Dean has final determination for any faculty assignment.
Summer Schedules
All faculty who teach 1 to 3 courses during the summer will receive the UFF stated 12.5% percentage of their academic year salary per course (BOT-UFF Appendix G Section 5(b)3). Full-time course loads are 3, 3-credit or 3 contact hour courses or equivalent and this load constitutes a 1 FTE assignment for summer.
Other Duties
All faculty members must meet with students on a regular basis including during posted office hours. A minimum of one office hour per week should be posted for each course taught. The faculty member should provide a copy of office hours to the Chair, or designee, prior to the start of each term. Faculty should have a presence on campus that extends beyond normal office hours in order to encourage a collaborative and collegial academic and research environment. Faculty are expected to participate in daily university activities on campus throughout the academic year and regularly attend and participate in University, College, and Department functions. Among these activities are faculty retreats, College faculty meetings commencement ceremonies, presentations by College faculty candidates, discipline journal clubs, doctoral student defenses, College alumni activities and other campus wide events.
Payment schedule for Adjunct and Extra State Compensation (ESC)
Doctoral prepared adjunct and ESC rate is paid at $1500 per credit or equivalent contact hour.
Masters prepared adjunct and ESC rate is paid at $1166.67 per credit or equivalent contact hour.
Courses scheduled on weekends, i.e. Saturday and Sunday are paid an additional $300 per credit or equivalent contact hour.
Nursing Clinical (L) courses are paid $1500 per credit or equivalent contact hour whether faculty is Masters or Doctoral prepared with the rationale being the extra hours involved in clinical student supervision/instruction.
Any deviation from this payment schedule must be approved in writing by the Dean and must be finalized in the contract before the semester commences.
Online Course Development FeesOnline course development fee is $500 per credit or contact hour equivalent. Online course development is paid only to NWCNHS faculty not adjuncts. Any deviation from this payment schedule must be approved in writing by the Dean and must finalized in the contract prior to the work performance initiation.
Office Hour Policy
Adequate office hours must be available for students during designated times which is minimum of 5 hours per week.
All teaching faculty must be available to meet with students outside of class time. Office hours should be posted outside your door; a copy to office manager so that your hours can be posted in the department.
Students should also be able to meet with you by appointment, particularly those who work or have other classes that conflict with your posted office hours.
Include your office hours, your office room number, email address, and your office telephone number on your syllabus.
- Adjunct Faculty Evaluation Form
- Clinical Faculty Promotion GuidelinesNicole Wertheim College of Nursing and Health SciencesPromotion of Clinical Faculty GuidelinesNicole Wertheim College of Nursing and Health Sciences
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credentials according to the standards of his/her professional accrediting agency. The
Clinical Instructor must also be licensed to engage in professional practice in the state of
Florida with a minimum of two years of professional work experience. Employees
appointed with the modifier “visiting” shall not be eligible forpromotion and years in
which the applicant has served in a visiting faculty role shall not be counted toward
eligibility for promotion.
iii.Required Degree: Amaster’s degree is required in a field directly relevant to the
corresponding program.
iv.Teaching: The Clinical Instructor shall teach particularly in laboratory skill courses,
beginning courses, and team-taught courses, at a satisfactory level of performance. Some
indicators of a commitment to teaching include the successful use of appropriate
pedagogies and modes of teaching and learning.
v.Scholarship of practice: The Clinical Instructor shall undertake a satisfactory level of
scholarly performance, and/or community-engaged scholarship, and/or other creative
work and service, which are primarily related to maintaining and developing teaching and
clinical competencies. The expected number of scholarship activities is an average of 1
per academic year.
vi.Service: The Clinical Instructor shall engage in professional service at a satisfactory level
of performance and service to the department and college, including participation in
collegial governance.
vii.Clinical practice: Clinical faculty are expected to be in good standing with national and
state governing bodies and maintain the appropriate professional credentials (e.g.,
certification, licensure).
viii.Promotion: To be considered for promotion to the rank of Clinical Assistant Professor,
the Clinical Instructor must meet at least two of the 11Quality of Scholarship of
Teachingexamples, at least two of the sevenQuality of Research or Scholarship of
Practiceexamples, at least two of the eightQuality of Serviceexamples, and at least two
of the sixQuality of Clinical Practiceexamples.Clinical Instructors are not required to
apply for promotion at any time. A Clinical Instructor applying and failing to achieve
promotion may continue as a Clinical Instructor.
B.Clinical Assistant Professor
Promotion to Clinical Assistant Professor signifies significant accomplishment in teaching,
research/scholarship of practice, and service worthy of status as a member of the junior
clinical faculty. Candidates should also demonstrate a commitment to FIU’s mission and
goals and be willing to contribute to the excellence of its reputation.
i.Role Description: This faculty holds the rank of Clinical Assistant Professor. The major
responsibilities of this position are teaching undergraduate and graduate courses, when
appropriate; engaging in research or scholarship of practice; providing service to the
department, College, University, and community; and, maintaining active clinical
practice status with national and state governing agencies. The Clinical Assistant
Professor must participate actively in professional service.
Promotion of Clinical Faculty Guidelines
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ii.Qualifications: The Clinical Assistant Professor must have met the qualifications of the
rank of Clinical Instructor, which includes the requirements of the Southern Association
of Colleges and Schools Commission on Colleges accreditation standards for faculty
degrees and credentials, University policies for faculty employment, and the appropriate
credentials according to the standards of his/her professional accrediting agencies.
Applicants for promotion to Clinical Assistant Professor are required to have a terminal
degree in the field with a minimum of three years of teaching experience in a full-time
faculty position at FIU or a university of equivalent status. Employees appointed with the
modifier “visiting” shall not be eligible for promotion and years in which the applicant
has served in a visiting faculty role shall not be counted toward eligibility for promotion.
When appropriate, an advanced credential/certification in the faculty’s area of expertise is
preferred.
iii.Required Degree: A doctorate (or other terminal degree where appropriate) degree is
required in the corresponding field. Where the doctorate is not the terminal degree, the
College should specify what constitutes the terminal degree, with the concurrence of the
Provost or designee.
iv.Teaching: The Clinical Assistant Professor shall teach a variety of courses at an above
satisfactory level of performance. Some indicators of a commitment to teaching include
the successful use of appropriate pedagogies and modes of teaching and learning, guiding
and advising students, and providing opportunities for involvement in research projects.
In departments with graduate programs, teaching also includes mentoring of master’s
students and doctoral and postdoctoral students when applicable.
v.Research or Scholarship of practice: The Clinical Assistant Professor shall undertake a
satisfactory level of research or scholarly performance, and/or community-engaged
scholarship of practice, and/or other creative work, which are aimed at expanding,
sharing and disseminating knowledge. These activities should receive at least regional
professional recognition (e.g., through publication in peer reviewed venues, professional
society presentations) and leadership (e.g., appointment to state and regional panels). The
expected number of research or scholarly activities at this rank is an average of 1-2 per
academic year either as a sole author or co-author.
vi.Service: The Clinical Assistant Professor shall engage in professional service at a
satisfactory level of performance to the department, College, and University, including
participation in collegial governance, and the community. Professional service should
receive at least regional recognition (e.g., awards).
vii.Clinical Practice: Clinical faculty are expected to be in good standing with national and
state governing bodies and maintain the appropriate professional credentials (e.g.,
certification, licensure). Clinical practice expertise is evidenced by invited practice-
related presentations at professional meetings at least at the state or regional level, peer
reviews of practice, or reports of patient or health services outcomes.
viii.Promotion: To be considered for promotion to Clinical Associate Professor, the Assistant
Clinical Professor must meet at least five of the 11Quality of Scholarship of Teaching
examples, at least four of the sevenQuality of Research or Scholarship of Practice
examples, at least four of the eightQuality of Serviceexamples, and at least four of the
sixQuality of Clinical Practiceexamples. Clinical Assistant Professors are not requiredNicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
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to apply for promotion at any time. A Clinical Assistant Professor applying and failing to
achieve promotion may continue as a Clinical Assistant Professor.
C.Clinical Associate Professor
Promotion to Associate Professor signifies significant accomplishment in teaching,
research/scholarship of practice, and service worthy of status as a member of the senior
clinical faculty. Candidates should also demonstrate a commitment to FIU’smission and
goals, a contribution to the excellence of its reputation, and dedication to the development of
junior clinical faculty through mentorship.
i.Role Description: This faculty holds the academic rank of Clinical Associate Professor.
The major responsibilities of this position are teaching undergraduate and graduate
courses, when appropriate; engaging in research or scholarship of practice; providing
service and leadership to the department, College, University, and community; and,
maintaining active clinical practice status with national and state governing agencies. The
Clinical Associate Professor must participate actively in professional service.
ii.Qualifications: The Clinical Associate Professor must have met the qualifications for the
rank of Clinical Assistant Professor, which includes the requirements of the Southern
Association of Colleges and Schools Commission on Colleges accreditation standards for
faculty degrees and credentials, University policies for faculty employment, and the
appropriate credentials according to the standards of his/her professional accrediting
agencies. Applicants for promotion to Clinical Associate Professor are required to have a
doctorate or other terminal degree in the field with a minimum of five years of teaching
experience in a full-time faculty position at FIU or a university of equivalent status.
Employees appointed with the modifier “visiting” shall not be eligible for promotion and
years in which the applicant has served in a visiting faculty role shall not be counted
toward eligibility for promotion. When appropriate, an advanced credential/certification
in the faculty’s area of expertise is required.
iii.Required Degree: A doctorate (or other terminal degree where appropriate) degree is
required in the corresponding field.
iv.Teaching: The Clinical Associate Professor shall demonstrate strong commitment to
excellence and creativity in teaching and student learning. Qualifications and experience
for teaching a variety of courses, including graduate courses where appropriate, at an
above satisfactory level of performance is expected. Some indicators of a commitment to
teaching include the successful use of appropriate pedagogies and modes of teaching and
learning, guiding and advising students, and providing opportunities for involvement in
research and clinical practice projects. In departments with graduate programs, teaching
also includes mentoring of master’s students and doctoral and postdoctoral students when
applicable.
v.Research or Scholarship of practice: The Clinical Associate Professor shall demonstrate
quality, consistency, and productivity in research or scholarship of practice and/or other
creative work achieving at least regional or national recognition through well-respected,
peer-reviewed journals and/or other venues that are consistent with regional or national
professional recognition. The expected number of research or scholarly activities at thisNicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
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rank is an average of 1-2 per academic year either as a sole author or co-author.
Consistent with disciplinary and unit norms, applicants should demonstrate success in
securing training and/or research grants either as a project director or co-director or as a
primary investigator or co-primary investigator. Collaborative or team-based scholarship
including community-engaged scholarship of practice with community partners is also
valued.
vi.Service: The Clinical Associate Professor shall engage in substantial professional service
including, for example, leadership in regional or national professional societies;
organizing conferences; serving on editorial boards; service to schools, agencies,
companies and community organizations; evidence of service in leadership roles to the
department, College or University, including participation in collegial governance; and
mentoring of junior clinical faculty.
vii.Clinical Practice: Clinical faculty are expected to be in good standing with national and
state governing bodies and maintain the appropriate professional credentials (e.g.,
certification, licensure). Clinical practice expertise is evidenced by invited practice-
related presentations at professional meetings at least at the regional or national level,
peer reviews of practice, or written, official reports of patient or health services
outcomes.
viii.Promotion: To be considered for promotion to Clinical Professor, the Associate Clinical
Professor must meet at least nine of the 11Quality of Scholarship of Teachingexamples,
at least five of the sevenQuality of Research or Scholarship of Practiceexamples, at
least six of the eightQuality of Serviceexamples, and at least five of the sixQuality of
Clinical Practiceexamples. Clinical Associate Professors are not required to apply for
promotion at any time. A Clinical Associate Professor applying and failing to achieve
promotion may continue as a Clinical Associate Professor.
D.Clinical Professor
Promotion to this rank requires a record of outstanding teaching, distinguished
research/scholarship of practice, and recognized professional service in the field(s) of
specialization.
i.Role Description: This faculty member holds the academic rank of Clinical Professor.
The major responsibilities of this position are teaching undergraduate and, especially,
graduate courses; engaging in sustained research or scholarship of practice; providing
leadership in service to the department, College, and University as well as to the
profession and the community; and, maintaining active clinical practice status with
national and state governing agencies.
ii.Qualifications: The Clinical Professor must have met the qualifications for the rank of
Clinical Associate Professor, which includes the requirements of the Southern
Association of Colleges and Schools Commission on Colleges accreditation standards for
faculty degrees and credentials, University policies for faculty employment, and the
appropriate credentials according to the standards of his/her professional accrediting
agencies. Applicants for promotion to Clinical Professor are required to have a doctorate
or other terminal degree in the field with a minimum of ten years of teaching experienceNicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
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in a full-time faculty position at FIU or a university of equivalent status. Employees
appointed with the modifier “visiting” shall not be eligible for promotion and years in
which the applicant has served in a visiting faculty role shall not be counted toward
eligibility for promotion. When appropriate, an advanced credential/certification in the
faculty’s area of expertise is required.
iii.Required Degree: A doctorate (or other terminal degree where appropriate) degree is
required in the corresponding field.
iv.Teaching: The Clinical Professor shall demonstrate a record of teaching a variety of
courses, including undergraduate and/or graduate courses where appropriate, at an
excellent level of performance as measured by the annual evaluation. The applicant
should provide leadership and consultation in developing, implementing, and evaluating
Instructional methods and materials for advanced clinical practice and foster faculty
development of such. They should provide mentoring and consultation to junior faculty.
Some indicators of a commitment to teaching include the successful incorporation of
appropriate pedagogies and modes of teaching and learning, guiding and advising
students, and providing opportunities for involvement in research and clinical practice
projects. In departments with graduate programs, teaching also includes mentoring of
master’s students and doctoral and postdoctoral students when applicable.
v.Research or Scholarship of practice: The Clinical Professor shall demonstrate a record of
sustained research or scholarship, community-engaged scholarship of practice, and/or
creative work that has received national/international status through peer-reviewed
venues. The expected number of research or scholarly activities at this rank is an average
of 1-2 per academic year either as a sole author or co-author. The record should
demonstrate independent scholarly standing and/or leading roles in nationally or
internationally recognized collaborative/team-based scholarship. Applicants should have
a record of securing training and/or research grants as part of a team. The record should
demonstrate independent and/or leading roles (e.g., Program Director) on training and/or
research grants.
vi.Service: The Clinical Professor shall engage in substantial and sustained professional
service as evidenced, for example, through leadership in national or international
societies; organizing conferences; serving on editorial boards; service to schools,
agencies, companies and community organizations; evidence of service in leadership
roles to the department, College or University, including participation in collegial
governance; and mentoring of junior clinical faculty.
vii.Clinical Practice: Clinical faculty are expected to be in good standing with national and
state governing bodies and maintain the appropriate professional credentials (e.g.,
certification, licensure). Clinical practice expertise is evidenced by invited practice-
related presentations at professional meetings at least at the national or international
level, evidence of consultation reports that address system-level clinical practice
problems, or official, written (published or governmental) reports of patient or health
services outcomes.Nicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
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Part II: The Promotion File
A. General Appearance and Integrity of the File
Any file for promotion must be complete and must accurately reflect the record of the candidate.
Misrepresentation of a candidate’s record, either by false information or omission of information,
will result in disciplinary action, which might include termination of employment.
1.Each candidate for promotion must prepare and present for evaluation a complete, well
organized, well documented, and clear application file.
2.For faculty seeking promotion to Clinical Professor, the file should include only those
materials which represent achievement or accomplishments since last promoted to
Associate Clinical Professor.
3.If any material is added to the file after the commencement of consideration, a
notification shall be sent to the candidate within five days (by email notification). The
candidate may submit a brief response within five days of his/her receipt. The file shall
not be forwarded until either the candidate submits a response or until the second five day
period expires, whichever occurs first. The only documents that may be considered in
making a promotion recommendation are those contained or referenced in the file.
4.Candidates are allowed to update the file anytime during the process; however, these
documents will be reviewed only at the stages following the modifications without
requiring adjustments to the timetable.
5.When the promotion file is released for departmental review the candidate can no longer
add material. If material is subsequently added to a file it must be done through a
gatekeeper. Relevant material (such as a book publication, honor, grant, etc.) may be
added to the file at each stage through the gatekeeper up through the level of the Provost.
At the departmental review stage, that gatekeeper is the departmental chair. Subsequent
gatekeepers, atthe levels of the dean’s officeand academic affairs, must be identified by
the appropriate units in advance.
B. The File
1.The file must contain a brief, two or three-paragraph biographical summary that might
include education, work experience, publications, external funding received, creative
works, community engaged scholarship, contributions to the profession, professional
associations and/or licenses, research interests, and areas of expertise.
2.Application: The Office of the Dean of the NWCNHS will provide the candidate with the
application for promotion of clinical faculty guidelines.
3.Curriculum Vitae (CV)Nicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
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a.The Curriculum Vitae for a clinical promotion file must be presented according to
the University format—see Non-tenure track University Curriculum Vitae
Format, which is available on the Provost’s website
(http://academic.fiu.edu/faculty_resources.html).
b.Under “Publications,” list only works already in print or accepted for publication.
For works accepted but not yet published, indicate “in press” and provide
expected date of publication. If publication is co-authored, all authors must be
listed as they appear in the publication. If sole authored, author’s name must be
given. All other works that have not been accepted for publication must be listed
under “Works in Progress.”
c.Under “Creative Work,” list only completed artifacts, compositions, designs,
installations, performances, presentations, and productions. For works not yet
completed, list under“Works in Progress” and provide current phase and
expected date of completion. If a work is co-created, all creators must be listed as
credited in the venue. If sole created, creator’s name must be given.
4.The candidate will provide a statement of teaching, research/creative work/community-
engaged scholarship, service, and clinical practice based on the annual faculty
assignment. No more than two pages should be devoted to each of the evaluation criteria.
These statements provide the candidate an opportunity to convince the reviewers that
there is a coherent plan for teaching, scholarly productivity, service, and clinical practice
engagement for the future. Teaching is an art for which there is no one best approach but
the candidate has the opportunity to describe her or his philosophy and approach to
teaching at the undergraduate and graduate levels and to mentoring undergraduate and
graduate research/scholarship/creative work. The research/scholarship statement would
also provide the candidate with the opportunity to explain publishing decisions (e.g.,
books, articles, invited chapters). Service opportunities are manifold. A statement from
the candidate explaining how he or she chooses to focus on particular service
opportunities and to allocate time between university and professional service would help
reviewers understand the service component of the CV. The clinical practice statement
provides the candidate with the opportunity to explain how he or she practices evidence-
based health care as well as his or her impact on patient outcomes and practice in the
field/specialty. If the candidate has assumed significant administrative responsibility and
wishes this to be considered in the evaluation of promotion to full Clinical Professor, this
is the opportunity to present such evidence.
5.Teaching
a.List of courses taught at FIU and years in which they were taught.
b.Graduate Student Supervision: List the name of each graduate student supervised,
including years, dissertation/thesis/research project title, and degree awarded. List
also membership on dissertation/thesis committees for graduate students other
than your own. List publications, joint with the students or by the students on their
own, resulting from your mentorship.
c.Course and/or Curriculum Development ActivitiesNicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
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d.Department Statement Describing Procedures Used to Evaluate Teaching: A
statement should be included describing the department's procedures for
evaluating teaching. Details as to how student evaluations are administered and
what role, if any, the candidate plays in this process should also be included. In
the cases where anonymous student comments provide the only basis for
evaluation, a statement to that effect should be included. The process for peer
evaluation, chairperson evaluation, etc., should also be described.
e.Student Evaluations
i.A sample copy of each different student evaluation instrument, including
the years that each was used, should be included here. An explanation of
the scoring system, any weighing factors, and analysis procedure for each
different instrument should be given.
ii.There should be a table summarizing the evaluations of the candidate's
teaching for each year of the candidate's employment at FIU. This
summary should show both the absolute number of responses in each
category and the percentage distribution of responses in each category. All
data since the previous promotion should be included.
iii.Summaries of evaluations for each course, including written comments,
should be included. Explanations for any gaps or missing evaluations
should be provided.
f.Peer Evaluations of Teaching: In units that have formalized peer review of
teaching, including classroom visits, the reports of these visits and other peer
teaching evaluations should be included. Units are encouraged to develop policies
and procedures for peer review of teaching.
g.Other Teaching-Related Activities
6.Research or Scholarship of Practice
a.Publications: Each publication should be described in the form of a complete,
standard bibliographic citation--including co-authors, title (exactly as it appears in
print), year, volume, publisher, and page numbers. A copy of the first page, or
letter of acceptance if not yet in print, of each publication should be included in
the file. Items appearing in more than one place should be clearly cross-
referenced.
i.Refereed Publications: Because of the diversity of conventions from
discipline to discipline, this section should contain a description of the
reviewing/refereeing procedure for each refereed publication cited. The
impact factor for each journal should be provided as should the rank of a
journal among all ranked journals in its field(s), using Web of Science or
Scopus and the ISI impact factor. When available, full counts of non-self-
citations should also be provided.
ii.Non-refereed Publications: An explanation of the nature of each non-
refereed publication should be given.
iii.Books/Book Chapters: Each book or book chapter should be listed
separately with a description of the type of monograph and the candidate's
involvement in that publication; that is, each book should be classified as single author monograph, an edited book with different authors for
different chapters, textbook, etc. Note whether the review of the
submission was conducted only by the editor/co-editors or if the editors
solicited other peer reviews of the submissions. The reputation of
academic and scholarly presses publishing books should be included
whenever there is external validation for such reputation. Copies of all
published reviews of the books should be included.
iv. Other publications: Any other written publications that do not fall into
categories listed above (i-iii), for example reviews and notes, should be
entered and described here.
b. Papers/Presentations at Meetings/Conferences: Indicate which
papers/presentations were invited and/or refereed.
c. Creative Work: Indicate artifacts, compositions, designs, installations, exhibits,
performances, presentations, and productions. Indicate date and place of work. If
the creative work has received recognition, such as design award, competition
prize, exhibition or publication by others, or critical review, indicate the level of
recognition as well as the peer-review context and process.
d. Training/Research Grants: Funded and unfunded proposals should be listed
separately and be so indicated. Competitive grants and/or contracts which are
meant to finance the development of ideas and research and that are subject to
peer review should be listed separately from noncompetitive grants and/or
contracts where the emphasis is on providing professional service to
agencies/organizations. When there are co-PIs on an award, the role and
responsibility of the candidate relative to other co-PIs should be explained as well
as the portion of the total award coming to the candidate. The following
information should be included for each grant/contract:
i. Name of principal investigator and all co-investigators
ii. Title page of grant proposal
iii. Funding agency—note if the funding is a subcontract and if so from what
organization. Also note if the funding is the result of an earmark or other
limited competition or whether the funding is the result of an open
national competition. If the candidate is the administrative PI, not the
primary author of the grant that should be noted.
iv. Amount of funding proposed or awarded
v. Time period of the grant
e. Community-Engaged Scholarship of Practice: Documentation of the mutually
beneficial collaboration with urban, regional, state, national, and global groups in
the diverse stages of scholarship, including the definition of the research problem,
designation of research methodology, development and implementation of the
final outcome of the scholarly activity, development of future actions plans, and
documentation of the impact of the partnership.
f. Patent Disclosures/Applications/Awards: Patent disclosures, applications, and
provisional and final patent awards should be listed. If there are co-investigators
on the disclosure, application, or award, these should be indicated.Nicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
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g. Technical Reports/Research Reports: Written reports submitted to and accepted
by funding agencies, governmental agencies, foundations, etc., should be listed
and described here.
h. Works in Progress: Clarify stage of completion of works, for example under
review, being revised for resubmission, accepted for publication, etc.
i. Other Research/Community-Engaged Scholarship/Creative Work: Any other
research/community-engaged scholarship/ creative activities that do not fall into
the categories listed above (a-h) should be entered and described here.
7. Service
a. Professional Service: The file should list separately
i. Service to Professional Associations/Societies: Examples of service to
professional associations/societies that may be listed in this section
include activities related to appropriate professional organizations;
conferences, symposia, workshops; or activity as a referee/reviewer for
journals, granting agencies, conferences.
ii. Service to the Community or Public: Examples of professional and
community service that may be listed in this section include service as a
speaker/presenter at non-academic meetings in area of professional
competence; instruction/training for local, state, regional, national,
international organizations/agencies in area of professional competence;
participation in community meetings; media service, including granting
interviews for television, radio, or digital programming; providing
background expertise for a news story; preparing professionally relevant
podcasts, blogs, tutorials or other digital presentations; memberships on
advisory boards, committees, task forces, commissions, program/project
coordination/development; and other volunteer service which represents a
donation of time and professional skills to meet the needs of society or any
other form of productive and professionally-relevant service as a public
intellectual.
iii. Professional service that results in remuneration.
b. University Service: Examples of University Service which may be listed in this
section include service on committees; councils; senates; assemblies; task forces;
program coordination/administration; student organizations; conferences,
workshops, and seminars. The file should list separately service to the:
i. Department
ii. College
iii. University
8. Clinical Practice.
a. Some faculty members may provide patient care as part of their annual faculty
assignment to the university. A faculty member applying for promotion who does
provide patient care should document his/her clinical work. Documentation would
include, if applicable, the practice site, specific services rendered, number of
patients treated, quality improvement evaluations, letters of credentialing, clinicalNicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
12
annual evaluations, and letters from colleagues/supervisors, awards,
membership/chair on a clinical site committee, policy/procedure authorship,
clinical program development, staff development programs, and clinical
supervision of students.
9. Awards and Honors.
a. Include awards received from professional organization/societies, universities, and
civic or community groups. The nature of the award and reason received should be
identified.
10. Supportive Information.
a. The clinical promotion file may contain supportive relevant information and
documentation beyond that specified in the items described above. Examples
include, but are not limited to, unsolicited letters of support from colleagues,
students, and accreditation agencies.
C. Examples of Documentation of Quality
1. Examples of Documentation of the Quality of Scholarship of Teaching
Peer-reviewed publications of research related to teaching methodology or
learning outcomes, case studies related to teaching-learning, learning theory
development, and development or testing of educational models or theories
Role (primary author or co-author) in writing accreditation or other
comprehensive program reports, including university program review reports
Successful integration of innovative technology into teaching and the assessment
of student learning outcomes
Positive peer assessments providing evidence of innovations in teaching
State, regional, national, or international recognition as a master teacher
Published textbooks or other learning aids
Role (Primary Investigator, Co-Primary Investigator, or Project Director) in
grants awarded in support of teaching and learning
Design of outcome studies or evaluation/assessment programs related to teaching
and/or learning
Invited or peer-reviewed presentations related to teaching and learning given
through established professional organizations
Quality, quantity, and consistency of advising master’s theses and/or projects
Quality, quantity, and consistency of mentoring colleagues or junior faculty
2. Examples of Documentation of the Quality of Research or Scholarship of Practice
Peer-reviewed publications of research, case studies, technical applications or
other clinical practice issues
Invited or peer-reviewed presentations related to clinical practice given through
established professional organizations
Products, patents, license copyrightsNicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
13
Role (Primary Investigator, Co-Primary Investigator, or Project Director) in
grants awarded in support of clinical practice
Published (primary author or co-author) reports of meta-analyses related to
clinical practice problems
Published (primary author or co-author) reports of clinical practice demonstration
projects
Published (primary author or co-author) policy papers related to clinical practice
3. Examples of Documentation of the Quality of Service
Evidence of membership on committees that serve professional
associations/societies/commissions at the state, regional, national, or international
level
Evidence of membership on committees that serve the community or public
Evidence of membership on committees that serve the university or college
Evidence of a leadership role that serves a professional
associations/societies/commissions at the state, regional, national, or international
level
Evidence of a leadership role that serves the community or public
Evidence of a leadership role that serves the university or college
Evidence of service as a referee/reviewer for journals, granting agencies, or
conferences
Provides expertise to media outlets for information the public on professionally
relevant news stories
4. Examples of Documentation of the Quality of Clinical Practice
Evidence of consultation reports related to best practices in clinical practice
Role (primary author or co-author) in writing reports compiling and analyzing
patient or health services outcomes Positive peer assessments providing evidence of effective, evidence-based clinical practice Invited clinical practice-related presentations at state, regional, national, or international conferences State, regional, national, or international recognition as a master clinical practitioner Active status of specialty certifications related to clinical practice
Part III. The Promotion Evaluation Process
For any promotion, successful performance at the level of the qualifications corresponding to the higher faculty rank is required. Scholarly research and/or community-engaged scholarship, or other creative work, service, clinical practice, and administration may vary by discipline.
Performance at the level corresponding to the higher rank is necessary and it will be based on the faculty annual assignment.Nicole Wertheim College of Nursing and Health Sciences
Promotion of Clinical Faculty Guidelines
14
Promotion applications will be considered by a college committee that makes a recommendation
to the department faculty who vote by secret ballot on the application. The Department
Chairperson then makes a recommendation to the Dean who then makes a recommendation to
the Provost. The promotion is effective in the semester subsequent to the approval by the
Provost.
College Committee Recommendation: The Promotion of Clinical Faculty Committee shall be
composed of three Full/Associate Clinical Professors and two tenured Full Professors chaired by
one of the highest ranking clinical faculty members (in the event there is not a higher ranking
clinical faculty member than the applicant, one of the tenured full professors will be asked to
serve as Chair of the committee). Members of this committee will be recommended by each unit,
approved by the Steering Committee and ratified by vote of the members of the NWCNHS
Assembly. Members of the Promotion of Clinical Faculty Committee must be selected from the
College’s respective units, with one member representing each unit.
1. The committee's recommendation letter is addressed to the Department Faculty and
provides a vote of the committee on each criteria/standard (teaching, scholarship, service,
clinical practice). This letter must also include an explanation of the strengths and
weaknesses of the candidate.
2. Department Recommendation: The Department Faculty shall review the recommendation
of the College Committee and vote by secret ballot on the application. The outcome of
the faculty vote shall be communicated in writing to the Department Chairperson.
3. Chairperson’s Recommendation:
a. Chairperson's Recommendation: A letter addressed to the Dean that explains the
chairperson’s recommendation must be included in the file. The chairperson may
also comment on the annual assignments, annual evaluations, and the outcome of
the faculty vote by secret ballot on the candidate’s application in accordance with
the exemplars for teaching, scholarship, service, and clinical practice.
b. Annual Assignment: A copy of each annual assignment of the faculty member
since last promoted must be included in the file.
c. Annual Evaluations: A copy of each annual evaluation of the faculty member
since last promoted must be included in the file.
4. Dean's Recommendation: The Dean’s recommendation should be addressed to the
Provost and provide a full rationale for the recommendation.
The promotion evaluation process will be conducted in accordance with the non-tenure track
promotion schedule established by the Office of the Provost each year. The non-tenure track
promotion schedule is published on the Office of the Provost website at
http://academic.fiu.edu/faculty_resources.html. - Student Academic Grievance
NWCNHS Student Academic Grievance/Appeal Procedure
Revised 12-7-11NWCNHS students have the right to grieve/appeal academic grading/course complaints/ controversies and program progression/dismissal decisions. According to the FIU Student Policy (undergraduate and graduate) written guidelines:
The FIU Academic Grievance Procedure indicates the reasons (nature of appeal) for an academic
grievance include: “covers academic grievances which are defined as any complaint or controversy alleging: 1) unprofessional conduct by a professor which adversely affects either a student’s ability to satisfy academic expectations, whether in the classroom, the field, or a lab, or the student’s actual performance; 2) improper admission counseling; 3) improper counseling by an adviser; 4) arbitrary grading for coursework, comprehensive examination, thesis or dissertation; and 5) arbitrary non-renewal of a graduate assistantor arbitrary dismissal from a course or program.”
Students who wish to appeal MUST FIRST follow the NWCNHS academic grievance/appeal procedure.- Speak with the course faculty member(s) about grade or other controversies/course complaints within two (2) working days after grade is posted. If a grade impacts thestudent’s progression for the subsequent semester and the student wishes to appeal, the student must begin the appeal process within two (2) working days after the grade is officially posted by speaking with the faculty member. The student must explain the nature (what is the reason) and condition (what are the facts to support the complaint/controversy) of the appeal. A student who is dismissed from a program and files a grievance will NOT be allowed to enroll in courses until the grievance process is completed.
- If unresolved at the faculty level, the student has seven (7) working days to proceed with the appeal to the level of the department chair/director (or designee), if the student desires. The appeal must be in writing and include the nature (reason) and condition (set of factors with data) of the grievance, and a summary of previous efforts to resolve it. The written appeal must be addressed to the department chair/director; a hard copy must be signed by the student grievant, and must be date-stamped by program staff upon receipt. In addition, the student must include a current address and telephone contact number(s). An email notification is not acceptable. An appointment to meet with the department chair/director will be made.
- After the student submits the written appeal and meets with the chair/director of the program, a written response to the student via certified mail from the administrator or his/her designee will occur within seven (7) business days of the date-stamped appeal. If a student has not received a certified letter within ten (10) business days of the submitted appeal, the studentMUST contact the office of the administrator.
- When the student receives the letter from the chair/director of the program, he/she has seven (7) business days from the date on the letter to proceed with the appeal to the level of the Associate Dean of Academic Affairs (or designee), if the student desires. The document must include the nature and condition of the grievance, plus a summary of previous efforts to resolve it. The written appeal must be addressed to the Associate Dean of Academic Affairs; a hard copy must be signed by the student grievant, and must be date-stamped by program staff upon receipt. An appointment to meet with the Associate Dean will be made.
NOTE: For a clinical course or clinical progression complaint/controversy, the student appeals to the Faculty Assembly Student Affairs Committee following the same process as stated above in 4. The level of appeals for a clinical course or clinical progression complaint/controversy is first (#1)—faculty member; second (#2)—Chair, Faculty Assembly Student Affairs Committee; third (#3)—Associate Dean of Academic Affairs; and fourth (#4)—Dean. - After the student submits the written appeal and meets with the Associate Dean of Academic Affairs, a written response to the student via certified mail from the administrator or his/her designee will occur within seven (7) business days of the date-stamped appeal. If a student has not received a certified letter within ten (10) business days of the submitted appeal, the student MUST contact the office of the administrator.
- When the student receives the letter from the Associate Dean of Academic Affairs, he/she has seven (7) business days from the date on the letter to proceed with the appeal to the level of the Dean (or designee), if the student desires. The document must include the nature and condition of the grievance, plus a summary of previous efforts to resolve it. The written appeal must be addressed to the Dean; a hard copy must be signed by the student grievant, and must be date-stamped by program staff upon receipt. An appointment to meet with the Dean will be made.
- After the student submits the written appeal and meets with the Dean, a written response to the student via certified mail from the administrator or his/her designee will occur within seven (7) business days after the date-stamped appeal. If a student has not received a certified letter within ten (10) business days of the submitted appeal, the student MUST contact the office of the administrator.
- The Dean’s decision is final