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Faculty Goals & Objectives

Faculty Goals

The faculty goals are that each faculty will:

  • Demonstrate contemporary expertise specific to assigned teaching content.
  • Demonstrate effectiveness in assigned teaching responsibility.
  • Demonstrate a well-defined, ongoing scholarly agenda.
  • Role model servant leadership. Through a record of institutional, community, and/or professional service activities with at least one activity for each/year.
  • Demonstrate their responsibility for yearly program and curriculum assessment, upholding and reviewing academic regulations, and determining that students are safe and ready to progress to clinical education.

Faculty Objectives/Outcomes

Each year, all faculty members will:

  • Demonstrate contemporary expertise specific to assigned teaching content by completing one of the following:
    • Education (post-professional academic work, residency, continuing education, and self-education/literature reviews).
    • If teaching clinical content, demonstration of clinical expertise (e.g. through certification, residency, or clinical specialty).
    • Course materials that demonstrate level and scope of knowledge and skills, and incorporate current best practice/evidence-based material.
    • Participation in clinical practice, consultation, and service activities related to teaching areas.
    • Publications and/or presentations related to teaching areas.
    • Participation in a formal mentoring program related to teaching responsibility, as a mentor or as a mentee.
  • Demonstrate effectiveness in assigned teaching responsibility by obtaining scores of 4.0 or higher on a five-point scale in course and/or instructor evaluations.
  • Demonstrate a well-defined, ongoing scholarly agenda that reflects at least one contribution to one of the following:
    • Development or creation of new knowledge.
    • Critical analysis and review of knowledge within disciplines or the creative synthesis of insights contained in different disciplines or fields of study.
    • Application of findings generated through the scholarship of integration or discovery to solve real problems in the professions, industry, government, as well as the community.
    • Development of critically reflective knowledge about teaching and learning.
  • Role model servant leadership through a record of institutional, community, and/or professional service activities with at least one activity for each/year.
  • Demonstrate their responsibility for yearly program and curriculum assessment, upholding and reviewing academic regulations, and determining that students are safe and ready to progress to clinical education though participation in at least 80 percent of yearly Division faculty meetings and retreats.