Georgia Highlands College

Promotion Guidelines

Principles for Promotion - Professional Development

Rank

 

Professional Development

Instructor to Assistant Professor

Attends relevant Faculty Academy sessions and Division workshops; Membership in state or regional professional organization; Participates at least every two years in a state or regional professional conference

Assistant Professor to Associate Professor

Faculty leader in discipline matters across the College; Membership in regional or national professional organization;

Participates at least every three years in a regional or national conference

Associate Professor to Professor

 

Has a terminal degree or its equivalent in training or experience ; Contributes to professional organizations

 

Principles for Promotion – Service

Rank

 

Service to the College

Instructor to Assistant Professor

Involvement in department, division, and college level service. Examples: advising, department and division committees, college committees, and assessment activities

Assistant Professor to Associate Professor

 

Growth in department, division, and college level service. Examples: chairs committees, advising lead person

Associate Professor to Professor

 

Growth since associate in department, division and college service.

 

Promotion Principles for Teaching

  • These principles are not exhaustive or prescriptive.

  • It is expected that a faculty member would consistently demonstrate the dimensions.

  • It is expected that a faculty member would demonstrate measurable growth in these dimensions as the faculty member moves from one academic rank to another.  There should be evidence of both breadth and depth in the faculty member’s performance.

  • While there will be subjectivity in the process, there should be evidence to support an attainment.  The academic dean may use any source, whether it be evidence provided by the faculty member, from student reports, from committee assignments, from collegiate meetings, from other faculty or staff, or some other person or document.  

Dimension for Teaching

Instructor to Assistant Professor

Assistant Professor to Associate Professor

Associate Professor to Professor

Descriptor

Quality teaching

Superior teaching

Outstanding teaching

Engagement with students

Positive and supportive student interaction in class, in conference, or on-line

Adaptive teaching methods that reflect understanding of student needs

Guide and encourage students

Content knowledge

Master of subject matter in course(s) regularly taught

Enhancement of subject matter in course(s) regularly taught or adds course(s) to the list of those taught

Develops deeper understanding of the discipline

Self-improvement

Receptive to suggestions and will seek them out

Involved in curriculum decisions

Producing new approaches to teaching and curriculum development

 

 

Interaction

Evidence of communication about discipline-specific teaching methods with other faculty members

Mentor to an individual faculty member

Mentormentors

 

Technology

Commitment to infusing technology in the curriculum

Adapts technology methodology as a result of experience

Adapts technology methodology as a result of experience

Advising

Demonstrate understanding of curriculum and ability to communicate to students

Serve as a discipline resource for advising or provide leadership in advising activities

Serve as a discipline resource for advising or provide leadership in advising activities or use information from advising to inform curriculum or teaching

Assessment

Participate on a faculty team

Actively contribute to a faculty team

Initiate assessment activities in own classes

 



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