“…Because FCP was an additional rather than an integrated responsibility for us, it disrupted our ability to be successful in an academic setting. Although it did provided limited opportunities for faculty-clinician collaboration (Scoggin & Parks, 1997), we found that for the most part, FCP negatively affected research production, classroom preparation, and student contact, while creating scheduling conflicts. Yet, in theory, as experienced clinicians we valued the potential benefits of FCP.…”