Excerpts from MCG Faculty Manual


4.3   Criteria for Promotion

Recommendations to promote a faculty member must be made as a result of a thorough evaluation of performance in all areas of faculty activity. Such evaluations will be summarized in writing and placed in individual personnel folders by the Chairman of primary appointment or section chief. Faculty recognition and reward through promotion shall be based upon each faculty member's contribution to the defined mission and purpose of the Georgia Health Sciences University as undertaken and supported by the school and discipline in which the faculty member holds primary appointment. Therefore, it is recognized that the application and weighing of criteria for promotion and the means of fulfilling those criteria may vary among schools reflecting each school's unique mission and purpose. However, there are general guidelines that each candidate is expected to meet. Competence in all three areas with outstanding achievement in two of the three areas, one being research/scholarly achievement, is expected of all tenure track faculty. Competence in all three of the areas outlined below, with outstanding achievement in at least one of the three areas is expected of all non-tenure track faculty. The area(s) of outstanding achievement should be determined by the individual job assignment (e.g. based on area of greatest time commitment indicated in his/her letter of appointment or annual review).


4.3.1   Teaching Effectiveness: Documentation of Teaching Effectiveness Should be Based on the Educator’s Dossier and include three elements:

a. Citations of professional growth and development as a teacher/educator including but not limited to advanced degrees obtained since appointment; publications that show evidence of teaching effectiveness, such as textbooks, chapters in books, review papers, position papers, or editorials; and appointment to state, regional or national boards, or accreditation site visit teams.

b. Citations of teaching load, including but not limited to number of courses taught; level of responsibility in course development, management, evaluation, and revision; development of teaching materials or aids; and the number and level of students and fellows directed.

c. Citations of the effectiveness of teaching/learning activities, including but not limited to teaching awards; performance of students on external examinations and/or evaluations; and development of teaching protocols and aids that have been adopted by other institutions. The primary focus shall be upon the demonstrated quality of teaching as evidenced by teaching effectiveness. (This will be supported by student learning that has been measured against recognized competency based criteria. May be demonstrated by student and/or peer evaluation.)


4.3.2   Research/Scholarly Achievement

Documentation of research/scholarly achievement should include evidence of original research and scholarship leading to significant advances in the discipline and to publications in refereed journals, textbooks, or chapters in books. Seniority of authorship or degree of participation/contribution should be included in any consideration of achievement. Scholarly recognition is also reflected in the type, level and extent of extramural grant support, as well as by awards and citations of merit in the recognition of contributions to the field or discipline. Evidence of professional growth and development as a scholar may include but shall not be limited to appointment to review panels, to project review site visit teams, to committees or officership of academic societies, or to journal editorial boards; and consultantship to research institutions and agencies. The quality and significance of scholarship and research shall be supported by written evaluations by outside recognized experts in the field.


4.3.3   Service : Documentation of service should include two elements: service to the public and service to the institution.

a. Service to the Public: As the health sciences university of the State of Georgia, the principal public service activity of the faculty should be in health care delivery, disease prevention, health promotion, and health education. However, other forms and types of public service should not be excluded, if germane to the mission and purpose of the institution, school and discipline in which the faculty member holds appointment. Demonstrated quality of service should include the level of activity, such as numbers and types of patients served and the number of students, house officers and fellows supervised in patient evaluation and health care delivery. Evidence of professional development should include certifications, licensures, boards, and citations of merit as well as evidence of special expertise such as intramural and extramural consultantships, and the development of innovative approaches to health care delivery, disease prevention, health promotion, and health education.

b. Service to the Institution: As members of the corps of instruction of the Georgia Health Sciences University, faculty are expected to be participants in the collegial functions of higher education. These include, but are not limited to, participation in departmental, school, and institutional faculty governing bodies; service on departmental, school, and institutional academic committees, including those concerned with student recruitment, admissions, and counseling; the development of and/or participation as a teacher in continuing education programs; and service on governmental and agency boards and commissions.

Tenure Track Promotion to:

Competence in all three areas with outstanding achievement in two of the three areas, one being research/scholarly achievement, is expected of all

c. Assistant Professor shall indicate satisfactory performance of all academic duties and demonstrated potential for further professional development. The candidate should be recognized locally as an expert in his/her field. (Specific expectations shall be outlined in the school FADPT documents.)

d. Associate Professor shall indicate a sustained record of professional achievement. The candidate shall have achieved regional recognition for accomplishments in his/her field. Outstanding achievement should be demonstrated in both areas of Research/Scholarly achievement and in Teaching. (Specific expectations shall be outlined in the school FADPT documents.)

e. Professor shall be reserved for those who have been accepted and recognized nationally or internationally for distinction and excellence of their professional achievements. Outstanding achievement should be demonstrated in all three areas: Research/Scholarly achievement, Teaching, and Service, as defined in 4.C.3 above.  (Specific expectations shall be outlined in the school FADPT documents.)


5.4 Criteria for Granting of Tenure

The tenure decision shall be based on a thorough evaluation of the candidate's total contribution to the mission of the Georgia Health Sciences University. Faculty recognition and reward through the award of tenure shall be based upon each faculty member's sustained contribution in the areas of teaching, research/scholarly achievement, and service to the defined mission and purpose of the Georgia Health Sciences University as undertaken and supported by the school and discipline in which the faculty member holds appointment. Since the Georgia Health Sciences University is unique among University System of Georgia institutions in that it is heavily involved in patient care, faculty members in appropriate disciplines may also be evaluated in terms of their clinical service in addition to those areas common to all University System of Georgia institutions. While specific responsibilities of faculty members may vary because of the special assignments or because of the particular mission of the academic unit, all evaluations for tenure shall address the manner in which each candidate has performed in the areas of teaching, research/scholarly achievement, and service. (See also criteria for promotion.) A decision to grant tenure must be based not only on the candidate's attainment of high professional competence and academic performance measured against national standards but also on the goals and anticipated future needs of the institution.

It is recognized that the weighing of criteria for tenure and the means of fulfilling those criteria may vary among schools reflecting each school's unique mission and purpose. However, there are general guidelines that each candidate is expected to meet for measuring competence and academic performance. They are the same guidelines as those prescribed for promotion. (4.3)