College Committees

FUNCTIONS AND RESPONSIBILITIES

• Serves as an ad-hoc committee, meeting as needed to discuss compliance issues within the College of Health Sciences

STRUCTURE

• Chairs of the committee include the college compliance coordinator, assistant dean for student affairs and associate dean for academic affairs
• Members of the committee include representatives from each academic unit

2021-2022 MEMBERSHIP

OBJECTIVES

To support and develop faculty in pursuit of long-term career success as scholars and teachers in the College of Health Sciences

1. Evaluating faculty
   1. annual peer evaluations focused on a strength-based model
   2. 3 ^rd year reviews for tenure-track faculty
   3. reviews for clinical faculty considering promotion as requested
   4. reviews for tenure and promotion dossiers from the college level (committees organized by FDEC)
   5. Conduct periodic post-tenure evaluations in conjunction with the office of the Dean.
2. Coordinating with other units within the college and university in support of faculty career development and success
   1. Seminars, Center for Faculty Leadership and Development, ORSP, Center for Interdisciplinary Health Research, meeting with junior faculty as needed
3. Facilitating Mentorship
   1. act as a clearinghouse for development opportunities across campus
   2. identify mentors as needed

STRUCTURE

The FDEC members will be made up of a minimum of one representative from each CHS program/department to serve on this committee. Members may be of any academic rank, however, there will be representation from both tenured/tenure track and clinical track faculty members. The FDEC will be co-chaired by one tenured faculty member and one clinical track faculty member. The appointment of all committee members will be for 2 years with the possibility of re-appointment. When needed, guests will be invited to discuss specific initiatives.

RESPONSIBILITIES

CO-CHAIRS:

1. Create the monthly meeting agendas and send to all members.
2. Take minutes and distribute to committee members.
3. Coordinate work groups/subcommittees as needed

MEMBERS (including co-chairs):

1. Attend regular meetings and provide input as needed
2. Contribute to work groups/subcommittees as needed
3. Share faculty development opportunities with committee and college faculty
4. Develop and review policies in consultation with college faculty
   1. Send requests for feedback from FO/faculty

• 2021-2022 MEMBERSHIP

The purposes of the College of Health Sciences Faculty Organization (CHSFO) are to:

1. Provide a platform for faculty governance to develop, implement, and routinely evaluate policies and procedures pertaining to CHS Faculty while promoting positive resolution of faculty and academic concerns;
2. Provide structured mentorship opportunities to CHS Faculty through workshops, dialogue series, and relationship building to achieve tenure and/or promotion;
3. Facilitate faculty communication, visibility, and representation within the College of Health Sciences (CHS), with the Administration of the College, and across the University when appropriate;
4. Promote opportunities to engage in collaborative research to enhance scholarly products and faculty development;
5. Facilitate and promote faculty opportunities for community and global engagement including interprofessional education (IPE) within CHS and across the University.

2021-2022 Officers and Executive Council:

Click on this link for the CHSFO By-Laws

VISION

To encourage a culture of research and scholarship among CHS faculty and students by facilitating the conduct of research and research training utilizing Boyer’s Model of Scholarship.

MISSION

To support all research initiatives within the CHS Strategic Plan. This includes promoting applied and translational research effort to address significant societal problems and expanding the scope of interdisciplinary research.

FUNCTIONS AND RESPONSIBILITIES

• Promote research, research training, and scholarship
• Annually survey CHS faculty about current research interests and pressing needs.
• Advise and make recommendations to the Deans’ office on the allocation and use of funds for research, research training, and research-related travel for faculty and students.
• Advise and make recommendations to the Deans’ office on the allocation and use of
• infrastructure for research and research training.

STRUCTURE

• At least 10 Committee members, with all CHS disciplines represented, who will serve for 2 yearswith the possibility to be re-appointed by their discipline.
• Chairperson, elected by committee members on the first meeting of the year, with the possibility to be re-elected by the Committee members as long as the Chairperson is representing a CHS discipline.
• At least one Liaison, named by the Dean, to be announced by the Dean’s office at the beginning of each Academic year.
• Sub-committees
  • Training
  • Awards and Seed/bridge funding (CHS Fellowship and Scholarship of Application Fund)
  • Infrastructure
  • Speakers series
  • Ad-hoc sub-committees (as needed)
• Sub-committee membership is open to Research Committee members and regular CHS faculty,according to sub-committee needs.
• Sub-committee work must be approved by the sub-committee and then moved forward for review and discussion by the Research Committee.
• Approved motions by the Research Committee will be advanced to the Dean’s office for reviewand execution.
• Quorum
  • Whole Committee: simple majority
  • Sub-committees: 2/3 of sub-committee
• One monthly meeting
• Ad-hoc meetings as needed

BOYER’S MODEL OF SCHOLARSHIP

1. The scholarship of discovery that includes original research that advances knowledge
2. The scholarship of integration that involves synthesis of information across disciplines, across topics within a discipline, or across time
3. The scholarship of application/engagement that goes beyond the service duties of a faculty member to those within or outside the University and involves the rigor and application of disciplinary expertise with results that can be shared with and/or evaluated by peers
4. The scholarship of teaching and learning that involves the systematic study of teaching and learning processes differs from scholarly teaching in that it requires a format that will allow public sharing and the opportunity for application and evaluation by others.

2021-2022 MEMBERSHIP

SUBCOMMITTEES

• Training
• Awards/Bridge funds:
• Infrastructure:
• Speaker Series: