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expected faculty outcomes.

Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role and in support of the mission, goals, and expected faculty outcomes. For example:

 Faculty have opportunities for ongoing development in the scholarship of teaching.

 If scholarship is an expected faculty outcome, the institution provides resources to support faculty scholarship.

 If practice is an expected faculty outcome, opportunities are provided for faculty to maintain practice competence, and institutional support ensures that currency in clinical practice is maintained for faculty in roles that require it.

 If service is an expected faculty outcome, expected service is clearly defined and supported. Program Response:

The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes.

Development in pedagogy

The University and School support ongoing development in pedagogy. This support begins with junior faculty and continues throughout a faculty member’s career at the University of Pittsburgh. The Office of Academic Career Development and the Mentoring Task Force identify ways to better mentor individual faculty. Each junior faculty member is guided by a more senior member. The School and the University hold mentoring workshops. The Center for Instructional Development and Distance Education (CIDDE) supports excellence in University instruction. CIDDE offers professional and technical support for instructional development, faculty development and instructional support. The Provost Faculty Diversity Seminar assists faculty in making their courses more inclusive in terms of gender and race. The Provost’s Office offers a host of resources on a wide range of faculty needs. The Provost’s Office offers competitive grants to faculty to develop and evaluate new teaching strategies.

Resources to support faculty research

The School of Nursing ranks third in research support from the NIH. There are 19 tenured, 21 tenure stream, and 49 non-tenure stream full-time faculty. For Fiscal Year 2013, fifty full-time faculty members were engaged in active (funded) research projects; three faculty members have career development awards (e.g., KL2, K23) and three have NIH institutional training grants (T32) to support pre-doctoral and post-doctoral fellows. Tenure track faculty within the schools of the Health Sciences must serve as principal investigators on R01 NIH-funded research initiatives or the equivalent (e.g., Department of Defense, American Cancer Society, American Heart Association, American Diabetes Association) in order to be tenured.

Non-tenure stream faculty members engage in research with support from the same resources as tenure track, although a greater percentage of non-tenure track faculty effort is devoted to

teaching. As described in Section II-B, the School of Nursing, the schools of the Health Sciences and the University devote considerable resources aiding faculty scholarly achievement. The School hosts a variety of research-related centers and support services described below. A listing of faculty academic rank, tenure status, and research support is available in the Resource Room.

Center for Research and Evaluation

To help meet the School’s growing commitment to research, Center for Research and Evaluation (CRE) services include:

• Design and consultation for methodology, data management and analysis • Scientific review of proposals

• Maintenance and dissemination of information on funding, conference and research development, and training opportunities

• Faculty and doctoral student development in research methodology • IRB review

The CRE supports students and faculty as they pursue and acquire external and internal funding. The CRE provides methodological and statistical support throughout the full lifecycle of the grant. CRE faculty include three PhD-prepared statisticians with extensive research experience in nursing, medicine, psychology and the behavioral sciences, as well as one who is completing his PhD in statistics. In addition to providing statistical and methodological support for research, faculty

statisticians teach statistical content in each of the four academic nursing programs with an evidence based practice focus. A full-time systems analyst/data manager designs and maintains databases for complex projects and provides support with ETI staff to the CRE data lab, a computer lab dedicated for use by doctoral students and post-doctoral fellows. A full-time data production specialist provides support for the design and processing of scannable data collection forms. A part-time programmer provides support for the design of web-based and computer-based data collection forms and the programming of mobile devices for research purposes. CRE staff provide support for research development activities, research report generation, and oversight of scientific reviews. The CRE regularly researches, posts, and maintains resource files on various funding opportunities for faculty and doctoral students.

Clinical Research Suite

The Clinical Research Suite (CRS) is designed for faculty and doctoral students conducting research. The suite is 1,800 square feet and equipped with a reception area, one

examination/treatment room, two observation rooms, two consultation rooms, one large conference room and a restroom. There are two exam tables, a stadiometer, a phlebotomy chair, and a sink in the exam room. The CRS also has a refrigerator and freezer for biological specimens, four laptop

computers, a scanner, and fax machine.

Educational Technology Innovation (ETI)

The ETI provides technological and educational support to the students, faculty and staff of the school. The department oversees three computer labs, a quiet study area, video library and viewing area, and a recording studio. In addition to providing distance education and technological support throughout the building, the ETI provides traditional instructional support for the classrooms. The ETI provides group seminars throughout the year on a variety of teaching and instructional topics, technical training, and individual training. Nursing classrooms include state-of-the-art multimedia equipment and distance education capabilities.

Seminars

The Research Methodology Seminar Series meets monthly. This series, jointly sponsored by the CRE and the SON Mentoring Taskforce, is designed for doctoral (DNP and PhD) students and faculty and focuses on research issues and career development. Emphases vary from year to year depending on the needs of doctoral students and faculty. As a result of faculty requests, weekly “Faculty Forums” were implemented to present faculty with additional information on best-practices in teaching methods, scholarship, and nursing education. The topics of the faculty forums range from teaching strategies to facilitate critical thinking through writing to effective peer review strategies.

External and Internal Scientific Review

Mock reviews of proposals prior to submission are available but not required. However, external scientific reviews of all grant applications are required prior to submission and internal scientific reviews are required prior to IRB submission.

Grants Management

The pre- and post-award support for grants is provided by dedicated financial staff in the Office of the Dean. A grants manager, assisted by three full-time grants analysts, support the

preparation and submission for intramural and extramural grants, including foundation, training, and various levels of NIH awards. These experienced support staff ensure compliance with sponsor and internal guidelines. Once a grant is awarded, the grants manager and analysts monitor the spending of the funds received and provide monthly reports to principal investigators.

Research Program Development

The Vice Chairs for Research, situated in each academic department, offer consultation to faculty on research program development. These departmental administrators also monitor the external review of grant submissions, the internal processing of grant submissions, and the research conducted by faculty within the department. For DNP students, guidance on research development is provided by their capstone advisor.

Faculty Expertise in Clinical Practice

The purpose of scholarly/clinical project/practice at the School of Nursing is to sustain or enhance expertise through scholarly activities related to nursing practice. Faculty in the non-tenure stream has 10% of their workload assigned to scholarly practice and may raise that portion with

department chair approval. Faculty in the tenure stream who have practice requirements related to re- certification or specialty requirements are given workload allowance for practice and may their time to tenure extended for practice needs.

Service

Faculty members engage in service for the School, University, professional organizations and their community at the highest levels focusing on contributions to professional organizations, state and national policy work, and research/manuscript reviews. Service is required for merit and promotion, and expectations are outlined in individual faculty plans determined annually with department chairs. Service details for faculty are documented in department records and in the School’s annual reports. Recently, the School created a new position: Director of the Office of Community Partnerships to facilitate and coordinate faculty and student involvement in community activities.

Areas of Strength for Standard II

• Accomplished faculty in the areas of teaching, research and service  Increase of 29% in extramural funding

 High level of satisfaction with clinical preceptors

• Availability of resources, including the latest technology, simulation and skill labs, libraries, and distance education

• Almost 100% of faculty doctorally prepared

• Increased scholarship funds targeted to minority students at all levels by 187% since the last site visit

Areas of Concern and Action Plans for Standard II

Areas of Concern Action Plans

Faculty have indicated (by means of survey

responses) that they could use additional resources to accomplish learning goals and objectives (i.e. larger classroom, screens, lab space)

Explore options for alternate classrooms, larger screens, and lab space

Tracking of preceptors and updating of information (qualifications, experience, etc.) is not consistent across areas of concentration

Create a central database for tracking of preceptor information (including qualifications, experience, evaluations)

Standard III