College of Health Professions

Guidelines for Tenure and Promotion

Revised 10/14/97

"School" changed to "College" 09/30/98

I. College Of Health Professions Vision Statement

The Armstrong Atlantic State University College of Health Professions, as a regional health professions education center of the University System of Georgia, exists to provide collaborative leadership in health care and health promotion by:

· Employing innovative teaching strategies to prepare competent, caring, adaptable, critically thinking practitioners.

· Conducting and applying research to expand the knowledge base of health care and its delivery.

· Improving the quality of life of the citizens of the region through community and professional service.

 Our vision is to lead, through academic excellence, regional health promotion efforts and health care delivery into the next century. Faculty have a responsibility to continue their professional development through creative endeavors in areas of teaching, research and service.

II. Guiding Principles

A. Excellence in professional education facilitates the development of excellent clinical practitioners.

B. Learning is a lifelong process that is enabled by curiosity and experiential inquiry.

C. Active learning facilitates the development of critical thinking skills.

D. Learners are empowered as they assume the major responsibility for their intellectual and professional development.

E. Individual self-awareness and self-assessment skills are critical characteristics of health care practitioners.

F. Education of competent, caring, health care professionals integrates classroom and clinical learning experiences.

G. Adaptability to change is crucial in the health professions.

H. Effective decision-making skills are enhanced by the processes of problem solving and critical thinking.

I. Education encourages the valuing of individual cultures and diversity among students, faculty, and the communities that are served.

J. Ethics and integrity are paramount to excellence in health care.

K. Humanistic values and caring are the foundation for effective health care delivery.

L. Multidisciplinary collaboration provides the basis for effective and efficient delivery of health care and health promotion through a team approach.

M. Effective communication enhances the delivery of quality health care and health promotion.

N. Faculty have a responsibility to continue their professional development through creative endeavors in areas of teaching, research, and service.

O. Faculty are role models for expected student characteristics.

P. Faculty have responsibility to contribute to the generation of new knowledge.

 Q. Faculty demonstrate dedication and vision by continually improving educational processes through innovation in instructional techniques and technology.

R. Faculty make significant contributions to society by serving as experts in health care and health promotion, and by participating in professional and community service activities.

S. Faculty and graduates positively influence the direction and scope of health care and health promotion within the region.

T. Faculty and graduates influence health care reform through legislative and political involvement.

 III. Goals With administrative guidance and support the Armstrong Atlantic State University College of Health Professions will achieve the following goals: A. Deliver innovative educational programs and services relevant to current and future health needs of the region.

B. Achieve excellence in education and practice through creative use of traditional and innovative instructional techniques and technology.

C. Cultivate professional cooperative relationships through dynamic communication and interaction between faculty, students, and community.

D. Reflect the humanistic values that underlie effective practice in health promotion and health care.

E. Utilize critical thinking as the basic approach to improving the educational process and delivery of services.

F. Emphasize both the acceptance and initiation of change through collaborative partnerships within the College and with our constituencies.

G. Contribute to generation of new knowledge through the educational process, scholarly activities, and participation in professional and community service activities.

 IV. Policies And Procedures for Promotion and Tenure A. The long-range needs of the University/College/Department/Program should be made available to the faculty, and faculty apprised of his/her "fit" in relation to those needs.

B. Each application for promotion and/or tenure will be considered on its own merits, without prejudice from prior applications.

C. Each Department/Program will develop criteria in relation to long-term needs, for the interpretation of service, scholarship, and teaching, for promotion and tenure. These criteria will be submitted to both the Dean of Health Professions and to the College of Health Professions Tenure and Promotion Committee prior to implementation, and will be available to faculty.

D. A faculty member seeking promotion or tenure and who believes that he/she has met all of the criteria of the Department/Program, the College of Health Professions, and the University as they appear in the Faculty Handbook, should submit a letter of intent and portfolio to the Department/Program Head or Dean.

E. The Department/Program Head or Dean, who must ascertain the reaction of the candidate's departmental colleagues, makes the initial recommendation. The Department/Program Head's recommendation, along with the recommendation of the candidate's Department/Program colleagues and portfolio are forwarded to the Dean of Health Professions.

 F The Dean of Health Professions will forward these materials to the Chair of the College of Health Professions Tenure and Promotion Committee. The materials, along with the recommendation of the Committee, will be returned to the Dean.

G. The Dean of Health Professions will forward his/her recommendation along with the accumulated materials to the Vice President/Dean of the Faculty.

H. The deadlines are spelled out in the academic calendar each year.

I. To be considered for tenure, faculty must have completed a satisfactory probationary period of at least five years of full-time service at the rank of assistant professor or higher. Typically, candidates apply for tenure during their "sixth year" before November 1st (defined as years at AASU + probationary credit towards tenure). Requests for "tenure in the fifth year" require strong justification. The intent of the University will be to limit to seven the number of years a faculty member may serve full-time without the qranting of tenure.

J. Candidates whose candidacies are rejected may appeal through the appropriate procedures of the University and University System.

 V. Definitions of Teaching, Scholarship and Service

The Committee submits the following definitions and guidelines for the evaluation of teaching, scholarship and service as they apply to tenure and promotion in the College of Health Professions.

A. Teaching Criteria related to the evaluation of teaching effectiveness should take into consideration the mission of the particular department, the College, and the University. The criteria should promote excellence and allow diversity in instructional styles, methods, and creative approaches. The following guidelines offer general considerations for reviewing teaching effectiveness. Each Department/Program should use and interpret these categories in ways that best meet the department's teaching mission and goals. In general, evaluation should not only give special attention to the strengths of each faculty member noting particularly how the strengths contribute to the particular teaching needs of the department, but also identify weaknesses and how they may be addressed. Teaching effectiveness is an important consideration in promotion decisions, but it should be the major consideration in decisions concerning tenure. 1. Guidelines for Assessment Assessment of teaching should not only include the use of SAIC data but also should focus on, but not be limited to, the following criteria: a. Load. The College of Health Professions serves two primary teaching missions within the University: 1) didactic and 2) clinical. Because of the diversity of the Health Professions disciplines, attention should be given to the types of courses that the faculty member teaches, how that load meets the needs of the department, and whether any overload was taught in service of the department/program. Each Department/Program Head assigns contact/credit hour(s)on an individual basis. The definition of a full work load is defined and published by both the University and by the College of Health Professions.

b. Command of subject matter. The evaluation should consider academic degrees, course preparation, or other experience the faculty member has as appropriate preparation for teaching in the areas carried.

 c. Teaching and Testing methods. The basic teaching responsibility involves being prepared for classes and meeting classes as scheduled, or as approved by the Department/Program Head. The College of Health Professions particularly stresses the development of skills in critical thinking, problem-solving, effective communication, teamwork and utilization of new technologies. Other skills may be distinct to particular disciplines or courses, e.g. laboratory and clinical skills. In general, the methods of teaching, testing, and grading used by a particular faculty member should fit into a range deemed by the members of the Department/Programs appropriate to the discipline and to the level of instruction.

d. Continuing attention to courses and teaching. Evidence of the continuing active engagement between the teacher and the course may include the development of new courses or revision of old courses, the use of new teaching materials or techniques, or other means or keeping current with new developments in the discipline and using them in courses.

e. Relationship with students. This relationship includes being available to students for conferences or academic counseling. It may also include supervision of individual student work such as independent study, directed readings, or student research. Perhaps most importantly, the relationship involves a genuine interest in teaching and working with students.

 2. Specific Assessment Documentation The portfolio submitted should contain, but is not limited to: a. Assessment (1) Self-assessment. A reflective, personal assessment of teaching experience should be a part of the portfolio submitted along with the request for tenure and/or promotion. This assessment may also include illustrative documents, such as course syllabi, tests, or other material as appropriate. These documents should reflect activities pertinent to each of the Guidelines for Assessment (a-e) above.

(2) Peer review of teaching including, but not limited to: in class reviews, reviews of teaching materials, efforts to incorporate innovative teaching methods, and involvement in education workshops. The method of peer assessment may be determined by each department/program. It should culminate in a summary statement of evaluation.

(3) Assessment by students. Effectiveness of teaching should include SAIC data, signed student comments and other supporting documentation listed in A.2.b.

(4) Assessment by the Department/Program Head. The Department/Program Head should consider a the entire portfolio of information.

 b. Supporting Documentation (1) Evidence of implementation of methods to improve teaching

(2) Educational material development

(3) Certification/Registry scores of graduates when able to be identified with the particular instructor

(4) Student presentations

(5) Up to three years of SAIC annual statistical summaries

(6) Up to three years of AFEs (Annual Faculty Evaluation)

 B. Scholarship Scholarship is an obligation of all faculty in the College of Health Professions in support of the University's mission. The term scholarship is used in a broad sense encompassing professional achievements which include yet also extend beyond research and publication. Scholarly activity is any activity that enhances the intellectual environment of Armstrong Atlantic State University and/or the discipline (defined in broadest terms). 1. Guidelines for Assessment Departments/Programs in the College of Health Professions are responsible for establishing criteria and procedures to be used in the annual evaluation of the scholarly activities and achievements of their members consistent with adopted guidelines. These established criteria should strongly support the defined mission of the Department/Program, College of Health Professions and University while being consistent with University Regulations and the definition of scholarly activities and achievements adopted by the College of Health Professions. Departmental criteria and procedures should be submitted to the Dean of the College of Health Professions and the College's Committee on Tenure and Promotion. Departments/Programs are responsible for informing their members of the approved criteria and procedures to be used by the Department/Program in the annual evaluation of scholarship. Criteria and procedures should be reviewed at least every five years by the respective Department/Program. a. Terminal Degree: The terminal degree (doctorate) should be in the academic area of specialization or a relevant field. This would make an Ed.D. an acceptable terminal degree in any of the health professions.

b. Expectations: Expectations for scholarship may differ from Department/Program to Department/Program within the College but should reflect an equivalent breadth and depth of scholarly activities.

c. Acceptable Scholarly Activities: Scholarship includes activities that have a finished product upon completion of the process (activity) which is disseminated beyond the institution. Maintaining professional skills and disciplinary competencies per se is a part of teaching; not of research and scholarship. Thus, a faculty working on team approaches to health care delivery who writes a journal article or makes a presentation on the topic at a professional meeting may include the activity under "scholarship" because a product "which adds to the subject matter of the discipline" is the result. Material developed to help students learn is a product of the process of effective teaching; not scholarship. The publication, presentation, etc. of such (the product) beyond the classroom and campus may be considered as scholarly activity.

 2. Specific Assessment Documentation

a. Examples Of Scholarly Activities. The portfolio submitted may contain, but is not limited to:

(1) Developing and disseminating educational materials beyond the institution.

(2) Journal publishing (either paper based or electronic) juried or non-juried

(3) Published book reviews

(4) Professional editorials, seminars, or workshop presentations

(5) Published books or chapters in books

 (6) Clinical practice and publishing results (e.g. developing procedures to be used in clinical practice or clinical education); developing new clinical procedures to be performed on patients.

(7) Editorial Board of peer reviewed journals

(8) Posters/oral presentation (invited/peer reviewed). (Not volunteered).

(9) Program Committee reviewers for poster, seminar presentations etc.

(10) Continued professional development such as graduate education or professional seminars

 (11) Research grant awards or proposals

(12) Papers presented at professional meetings

b. Supporting Documentation

Written evidence documenting activities listed in B2a. above.

C. Service 1. Guidelines for Assessment Service includes all work that involves the use of a faculty member's academic status or professional expertise to benefit the University, the community, or the profession. The essential element of service is that it involves contributions associated with a faculty member's established status in a discipline or the University. Unless otherwise stipulated, service is considered a responsibility of employment and consequently subject to evaluation. Each Department/Program Head should communicate clearly to each faculty member the importance of service in the evaluation process and provide guidelines for appropriate forms of service. Each faculty member's Annual Professional Activities Report will include an appropriate description of all services activities engaged in during the evaluation period in question. 2. Specific Assessment Documentation

a. Examples of service activities. The portfolio submitted may contain, but is not limited to:

(1) Service to the University. Service to the University may include, but is not limited to, contributions to special departmental, College, or University projects; working with students or faculty on extracurricular activities; active membership on department, College, or University committees; and participation in public service, continuing education, or recruitment programs of the Department/Program, College, and the University.

(2) Service to the Profession, College, or University. Service can be demonstrated in a variety of ways. Such service often arises through membership in and participation in projects of local, regional, national, or international professional organizations related to health care, the Department/Program, College and University.

(3) Service to the community. Service to the community may vary in importance from Department to Department or Program to Program. Evidence of service to the community may include, but need not be limited to, service to public or health agencies; professional consultation; public speeches reflecting the discipline and profession of a faculty member or reflecting the results of scholarship, and involvement and participation in civic organizations, charitable projects, and community service.

 b. Supporting Documentation

Written evidence documenting activities listed above C.2.a.

VI. Tenure Criteria (AASU Faculty Handbook, Article II, Section C.1, pages 9-10. Criteria Relating to Tenure) In order to be considered for tenure, a faculty member must have completed a satisfactory probationary period of at least five years of full-time service at the rank of assistant professor or higher. The five-year period must be continuous except that a maximum of two years’ interruption because of leave of absence or of part-time service may be permitted; provided, however, that no probationary credit for the period of an interruption shall be allowed. A maximum of three years' credit toward the minimum probationary period may be allowed for service at other institutions in tenure track positions or for full time service at the rank of instructor at Armstrong Atlantic State University. Such credit for prior service shall be requested by the individual and shall be defined in writing by the President and approved by the Board of Regents at the time of the initial appointment at the rank of assistant professor or higher or at the time of promotion from instructor to assistant professor.

A candidate for tenure must not only meet the designated minimum period of service, but also must meet what are, at that time, seen as the long range needs of the University and must show a history of evaluations that merits the award of tenure. Only in such cases would tenure be granted in the first year of eligibility. A history of weak evaluations may lead to denial of tenure even in the candidate's final year of eligibility. Retention throughout a probationary period of service is by itself insufficient to guarantee the success of a candidacy for tenure.

Candidates for tenure will be evaluated in areas of teaching, scholarship, and service. A recommendation for the award or denial of tenure should take into account the candidate's cumulative performance in the sense that the candidate should not automatically be denied tenure because of isolated or anomalous unsatisfactory evaluations in any one of the three areas. However, no faculty member shall be awarded tenure without demonstrating at least satisfactory performance in all three of these areas.

Although the boundaries of teaching, scholarship, and service are not sharply defined, and the relative importance of each may vary both between and within Departments and Programs, there should be some general guidelines (determined by each Department/Program) regarding the relative weighting of each of these areas in any overall evaluation upon which a tenure recommendation is based. As this is primarily a teaching institution, tenure should be based mostly on a faculty member's teaching activity and only secondarily on service and scholarship. The following are appropriate considerations for tenure reviews:

A. Demonstrate evidence of meeting the long-range needs of the Department/Program, College and University.

B. There must be a reasonable level of support among the faculty as evidenced by tenure balloting.

C. History of satisfactory performance in teaching. Evidence of continuing interest and involvement in improvement of teaching techniques.

D. History of satisfactory service to the department, College, University, and/or community appropriate to the faculty rank.

E. History of satisfactory scholarship appropriate to the faculty rank.

 F. Any College of Health Professions faculty hired after September 1994 may be required to have an earned doctorate in order to become tenured. VII. Promotion Criteria (From AASU Faculty Handbook, Article II, Section C.3, pages 11-12. Criteria Relating to Promotion:) A. Candidacies for promotion will be judged according to the following guidelines and by the merits of the candidate's total professional history at the University as reflected in the individual's accumulated evaluations.

B. Promotion to Professor

 Minimum of: 1. Twelve years of University level teaching, or fourteen years total teaching and/or related experience.

2. Five years at the rank of associate professor at Armstrong Atlantic State University.

3. Terminal degree (doctorate) in academic area of specialization, with exceptions made only if lack of degree is balanced by some clearly demonstrable special distinctions.
 
 

 C. Promotion to Associate Professor Minimum of: 1. Six years of University level teaching, or eight years total teaching and/or related experience.

2. Five years at the rank of assistant professor (with four years at the rank of assistant professor at Armstrong Atlantic State University).

3. Terminal degree (doctorate) in academic area of specialization, with exceptions made only if lack of degree is balanced by some clearly demonstrable special distinctions.
 
 

 D. Promotion to Assistant Professor Minimum of: 1. Four years total teaching and/or related experience

2. Three years at the rank of instructor at Armstrong Atlantic State University

3. Master’s degree minimum, with exception made only if lack of degree is balanced by some clearly demonstrable special distinctions.
 
 

 E. Criteria Although Armstrong Atlantic State University is primarily a teaching institution, promotion needs to take into account activities other than teaching in order to promote the best possible future for the faculty and the institution. The following are appropriate considerations for promotion reviews: 1. A terminal degree is required at the associate professor and professor levels. Historically an exception has been made at the associate professor level for individuals without a terminal degree but with a very strong scholarly history. The committee feels that this practice is valid.

2. There must be a reasonable level of support among the faculty as evidenced by promotion balloting.

3. There must be a history of an appropriate level of scholarly activity required for promotion depending on the rank.

 a. To the assistant professor level, scholarly activities, including publications, should be evident.

b. To the associate professor level, a history of scholarly activities, including publications, should be evident.

c. To the professor level, a strong history of scholarly activities, especially publications, should be evident.

 4. Evidence of consistent satisfactory teaching.

5. There must be evidence of consistent appropriate level of service for promotion including:

a. To the assistant professor level, there should be:

History of high satisfactory evaluations in service. At least one College or University committee assignment. Participation at the departmental level. Evidence of service to the profession or to the professionally related community.

b. To the associate professor and professor level, there should be all of the above plus:

 At least one University committee assignment and history of participation in multiple College activities. Evidence of increasing responsibility to the University, profession or professionally-related community, and/or profession on statewide and national levels. VIII. College of Health Professions Tenure and Promotion Committee A. Composition of the Tenure and Promotion Committee 1. The committee will be composed of one faculty member from each Department/Program in the College of Health Professions. A non-tenured member may sit on the committee only if no tenured faculty from that Department/Program is eligible.

2. A Department/Program Head may serve on the committee only if no other Department/Program member is eligible.
 
 

 B. Appointment to the Tenure and Promotion Committee. 1. The Department/Program faculty, with the approval of the Department/Program Head, will determine the method of selection.

2. No representative shall serve more than three consecutive years unless strong justification is approved by the Dean.

3. The appointment will be reviewed annually by the Department/Program faculty and Department/Program head.

 C. Functions of the Committee 1. The committee will receive general recommendations on guidelines concerning promotion and tenure and will make recommendations to the Dean of Health Professions and the departments in the College of Health Professions.

2. The committee will recommend revisions to the College of Health Professions Guidelines for Promotion and Tenure to the dean.

3. The committee will review the application materials of candidates for tenure and for promotion and make its recommendation to the Dean of Health Professions. This recommendation will also be made known to the Department/Program Head and to the candidate; this recommendation will be part of the entire set of recommendations made by the Dean to the Vice President.

4. The committee will utilize established Department/Program criteria for tenure and promotion recommendations.

D. Chair of the Committee

 1. The committee will elect a chair who will serve for a term of one academic year. The chair may be re-elected for a second one year term.

2 The chair will be responsible for:

a. receipt of application materials for tenure and promotion

b. distribution of information concerning the application to committee members

c. smooth transition of committees from year to year

d. scheduling and overseeing meetings of the committee

e. maintenance of accurate records of all proceedings

f. forwarding the recommendations of the committee to the Dean, Department/Program Head, and candidate

 E. Vote of the Committee 1. Votes should be by secret ballot. 2. The vote along with diagnostic and prescriptive comments will be included in the recommendation of the committee.