Faculty Handbook 2013-2014

II. Faculty Affairs (Committee on Faculty Affairs)

Corps of Instruction
Graduate Faculty
Faculty Work Load
Academic Advisement
Faculty Evaluation
Annual Evaluation
Academic Freedom
Grievance Procedures for Faculty & Staff
Affirmative Action
USG Background Check Policy
Faculty Personnel Files
Faculty Handbook Revisions Policy
Lecturer Faculty
Faculty Offices
Faculty Absences
Faculty Released Time for Professional Development
Faculty Searches
Part-Time Faculty
Teaching Assistants
Faculty Development Grants
Faculty Instructional Grants
Family Members in the Workplace

The Corps of Instruction

Each instructor is responsible for the quality and content of instruction in the classroom. In the performance of instructional duties, the instructor should feel free to seek the advice and counsel of the academic dean or department chair.

The Corps of Instruction should be guided by the following objectives and considerations:

  1. Provide the highest quality of classroom instruction toward the attainment of the goals of the University, the schools and departments, and the courses.
  2. Combine scholarship and research in the faculty member's major field of interest and incorporate the latest research, knowledge and theory in classroom instruction.
  3. Seek new and better devices, techniques, procedures, and methods which may improve the teaching and learning process.
  4. Recognize individual needs of students and provide challenging learning opportunities for the gifted as well as the average learner.
  5. Recognize and provide adequate academic advisement and inspiration through formal and informal conferences with students in order to supplement and improve the regular classroom instruction.
  6. Develop efficient and equitable procedures for the evaluation of student academic performance and assign grades which reflect the achievement and progress of students enrolled in the courses.

The foregoing statements, together with other criteria which are generally accepted within the teaching profession, provide the basis for evaluating the performance of members of the Corps of Instruction.

Graduate Faculty

1Graduate faculty are those members of the Corps of Instruction who hold the terminal degree in the teaching discipline or a related discipline or must hold a master’s degree in the teaching discipline with a terminal degree in a related discipline. In specific cases, faculty who hold a master’s degree in the teaching discipline and who have demonstrated exceptional scholarly or creative activity or professional experience may also be included in the graduate faculty. Designation as Graduate Faculty is reserved to faculty in academic units which offer graduate degree programs or provide an academic concentration for a graduate degree program offered by another unit.

Graduate faculty may be scheduled routinely to teach graduate courses in the discipline(s) for which they have been designated as holding graduate faculty status or to supervise the teaching of graduate courses by persons who do not hold graduate faculty status. Faculty who are not included in the graduate faculty may not be scheduled to teach graduate courses unless specifically authorized to do so by the Vice President for Academic Affairs.

To be elected to the Graduate Faculty a faculty member must be recommended, in specific disciplines, by that faculty member’s academic dean, with concurrence by the Vice President for Academic Affairs. The Graduate Council will review the nomination and credentials and, if approved, nominate the recommended faculty member to the General Faculty for election. Election, by majority vote of the General Faculty, will be for a period of five years.

1Approved by GSW Faculty 4/30/08

Criteria on which recommendation for Graduate Faculty designation should be based are as follows:

1. A. Holding the terminal degree in the teaching discipline or a related discipline, or

    B. Holding a master’s degree in the teaching discipline with a terminal degree in a related discipline, or

    C. In specific cases, holding a master’s degree in the teaching discipline and having demonstrated exceptional scholarly or creative activity or professional experience; and

2. Demonstrating exemplary competence in teaching and mentoring of students, including supervision of directed studies and coordination of special projects, service on thesis committees and assisting in the direction of masters’ theses; and

3. Demonstrating exemplary competence in scholarship and professional activities, evidence by such activities as:

  1. Documentation of research productivity;
  2. Documentation of participation in professional organizations;
  3. Significant contribution toward the development or revision of graduate courses and programs of the institution; and
  4. Other scholarly and professional activities deemed worthy by the academic dean and the Vice President for Academic Affairs.

New faculty or current faculty with less than two years of full-time service at Georgia Southwestern may be granted provisional designation as Graduate Faculty on a year-to-year basis, but not for more than two years in total.

The roster of Graduate Faculty will be published appropriately by the institution in recognition of the accomplishment of its members. Graduate Faculty may also receive special stipends and professional development funds to support continuation of scholarly, professional, and teaching activities which promote and enhance the academic and service programs of the institution.

Faculty Work Load

Full-time faculty workload shall be considered the equivalent of a forty-hour work week and shall consist of teaching load, office hours, service, and scholarship. In accordance with Regents Policy 301, the normal teaching load for faculty will be 12 semester credit hours per week for 1 tenure track personnel and 12 to 15 semester credit hours per week for lecturers and senior lecturers.

Variations to the requirement above are possible. Academic deans and department chairs responsible for scheduling courses and assigning faculty loads must insure that sufficient courses are scheduled to meet student needs and that faculty are assigned to staff those courses. Deans and chairs are also responsible for understanding the relationship of student loads and semester credit hours generated within the University System funding formula. With these factors in mind, academic deans and department chairs may adjust workloads as follows:

  1. Faculty members who teach courses requiring laboratory or studio work may be assigned a course load based on 12 student contact hours per week.
  2. Physical Education activity courses may be considered in the load for appropri¬ate faculty on a 12 hour per week contact basis.
  3. Nine semester credit hours of only graduate courses may be considered a full load.
  4. Release time may be granted for professional activity such as:
    1. Administrative responsibilities
    2. Research
    3. Grant proposal writing
    4. Implementation of a funded grant
    5. Special assignments within a department, school or the University.

Department chairs are allowed one-fourth release time from teaching duties for department leadership and administration during the regular academic year.

Any variation from the assignment of a normal teaching load of 12 semester credit hours must be approved, in advance of implementation, by the Vice President for Academic Affairs.

1 Approved by GSW Faculty on 12/03/10

Academic Advisement

The student academic advisement program is under the direction of the Dean for Academic Services and Special Programs. Academic deans and department chairs and other designated faculty members have direct responsibility for providing the best possible information and advice to students enrolled in the programs of the University.

When students are enrolled in the University they are required to indicate the programs of study which they plan to pursue. On the basis of this information, students are assigned to faculty members who will serve as their official advisors.

If a student desires to make a change in his/her program of study, he/she must discuss the intentions with his/her faculty advisor. When a decision is reached as to which curriculum the student will pursue, the student must complete a "Curriculum/Advisor Change Form." This form may be secured from the Office of the Registrar or online at http://gsw.edu/Assets/AcademicResources/StudentForms/MajorAdvisorChange.pdf.

While advisors are especially adept in curriculum requirements in a specialized program, they are expected to be knowledgeable of general university requirements for graduation, including the core curriculum, foreign lan¬guage requirements (in all B.A. and some B.S. programs), Board of Regents' Testing Program, physical education requirements, and the requirements for history and Constitution of Georgia and the United States. Particular reference is made to the scheduling of these requirements. Hardships often result when the requirements are not met at the appropriate intervals in the student's college career.

Faculty Evaluation

The purpose of faculty evaluation is to provide regular feedback to faculty members regarding their performance so they can provide high quality service to the University. Regular evaluations provide an opportunity to assess strengths and weaknesses of faculty performance. There are three major components of the evaluation system for 1 for tenure track faculty-the annual evaluation, pre-tenure review, and post –tenure review. Lecturers and Senior Lecturers will be provided with an annual evaluation. A primary purpose for the evaluation system is the professional growth, development and progress of the individual faculty member. This insures that each member is an important part of the University’s accomplishment of its goals and objectives.

1 Approved by GSW Faculty 12/03/10

Annual Evaluation

To insure each faculty member is aware of the expectation of his or her supervisor and is informed of his or her progress as a member of Georgia Southwestern State University faculty, each faculty member will be evaluated on an annual basis. The annual evaluation serves as an evaluation of progress and a discussion of expectations. Achievement of objectives and goals of the individual and of the University will be a major part of the evaluation. The annual evaluations provide the foundation for develop¬ing recommendations for promotion, tenure, salary increases, termination, and other tangible or intangible rewards.

The department chairs, academic deans, and the Director of the Library are responsible for continuing development of the evaluation program and for insuring that annual evaluations are conducted. The following minimum requirements of the evaluation program may be supplemented to meet particular needs of the academic units.

  1. The department or school faculty must be involved in administering the evaluation program.
  2. The evaluation must emphasize excellence in teaching.
  3. The evaluation must include student input. The faculty has adopted a campus wide instrument entitled "Student Opinionnaire" which is to be used for student input and must be used in a minimum of one half of the courses taught by an individual instructor each year. The courses should be selected from a variety of the courses taught by each instructor.
  4. The evaluation must include an evaluation of the faculty member's participation in academic advisement. The faculty has adopted (May 26, 1982) a procedure for this part of the evaluation and an instrument for use by department chairs and ¬academic deans.
  5. The written evaluation must include a listing of faculty development activities of the faculty member for the year and a listing of planned development activities for the upcoming year.
  6. The written evaluation will be discussed by the faculty member's supervisor with the faculty member. The faculty member will sign the evaluation indicating that he or she is aware of its contents.
  7. The faculty member will be given the opportunity to respond in writing to the annual evaluation and this response will be attached to the evaluation. The evaluator will acknowledge in writing his/her receipt of this response, noting changes, if any, in the annual evaluation made as a result of either the conference or the faculty member's written responses. This acknowledgment will also become a part of the record which is forwarded to the Vice President for Academic Affairs.
  8. The annual evaluation summary must be written by the academic dean or department chair or Director of the Library and will address the specific criteria in the three broad areas of achievement listed below.


The broad areas of achievement for faculty are Teaching, Service to the Institution, and Scholarship, including academic achievement and professional development. 1The level of performance will be determined by individual academic units based on criteria established by those units.

1. Teaching

 The faculty supports the Mission Statement of Georgia Southwestern State University, which emphasizes quality of instruction. Accordingly, quality teaching, including responsibilities that accompany it, is the primary criterion for annual evaluations. It is acknowledged that excellent teaching is a skill that should develop and improve as the individual faculty member grows in experience. Excellence in teaching must be encouraged, nurtured, rewarded, and helped.

  • Measuring Quality Teaching
    • Objectively measuring the quality of teaching is a difficult task. For example, variables such as admission standards, motivation , and student expectations can complicate any attempt to measure teaching quality. The performance of individual teachers is affected by numerous factors including, but not limited to, physical environment, course loads, teaching assignments, class size, time spent on other faculty criteria for evaluation, and institutional support for creative endeavors. In addition, departmental/school variations influence measurement of teaching performance. Therefore it is not feasible to expect specific criteria to compare quality teaching across the campus. 1Faculty appointed to positions in the Library should indicate how their service contributes to the teaching process.
    • Nonetheless, the faculty agrees that there are basics of quality teaching that should be included in the evaluation when appropriate. These basics for use with specific criteria set by individual departments and schools are:
      • exhibiting mastery of subject matter
      • being respectful to students, their differences, and their individual learning needs
      • using contemporary strategies and materials suitable to the needs of the students
      • being responsive to academic needs of individual students.
      • Further, evidence of quality teaching should be demonstratable in peer observations, student opinionnaires, and any additional material submitted from any source.
    • It is essential that individual faculty not be restricted by any generic criteria when demonstrating the quality of their teaching, so individual faculty members should be encouraged to supplement any evaluative instruments with other information. It should also be recognized that quality teaching is not limited to the confines of the classroom, but may be carried on in many other ways.
1Approved by GSW Faculty 5/1/2009
2. Scholarships

Scholarship is not limited to publications or conference presentations but can include a number of professional activities where expertise in the discipline or in the area of professional education is utilized, demonstrated, or enhanced. The principal standards should always be quality, rather than quantity, and consistency with the teaching mission of the University.

Because Georgia Southwestern State University is primarily dedicated to excellence in teaching, the University recognizes that the principal foundation of teaching is a sustained commitment to scholarship and the serious practice of disciplinary expertise. A creative process of inquiry and exploration, scholarship is comprised of four categories that are equally valued at the University. While these categories often overlap, an individual's scholarship may be concentrated in one of the categories defined herein. As elucidated in Scholarship Reconsidered: Priorities of the Professoriate (Boyer, 1990), Scholarship Reassessed (Glassick, Huber, Maeroff, 1997), and other works promulgated by the Carnegie Foundation for the Advancement of Teaching and its president Lee Shulman, these categories include the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.

The scholarship of discovery

Such scholarship includes the discovery of new knowledge or insights in or between disciplines and the generation of new theories and techniques guiding discovery. Tangible evidence of such endeavors include:

  • Conference presentations and posters; articles and books, especially those that are peer-reviewed or invited; postings to peer-reviewed, professionally affiliated Websites and electronic databases; the creation of peer-reviewed, research-oriented Websites
  • Generation of creative products, including recitals, compositions, exhibitions, contests, performances, patents, novels, short stories, translations, or other peer-reviewed activities, as appropriate to each discipline.
  • Professional awards and recognition for such efforts.
1Approved by GSW Faculty 5/1/2009
The scholarship of integration

Such scholarship includes the acquisition of knowledge through synthesis within or across disciplines or the development of pedagogical innovations that facilitate the dissemination of knowledge. It is interpretive, integrative, and/or interdisciplinary, fits isolated knowledge to larger contexts, illuminates data in a revealing way, or educates non-specialists. Examples of such endeavors include:

  • The creation, and peer-review, of textbooks, video and multi-media classroom materials, or pedagogical software applications.
  • The development of distance-learning classes and Web-Ct courses.
  • The publication in print or electronic format of peer-reviewed works of synthesis conveying or summarizing knowledge for non-specialists.
  • Conference participation as a panelist, discussant, or session chair.
  • Participation as a panelist or speaker in campus colloquia and open seminars.
  • Service as a referee for articles, extended reviews, editorial boards.
  • Professional awards and recognition for such efforts.
The scholarship of application

Such scholarship includes the acquisition of knowledge through practice and the responsible application of knowledge to the solution of problems. Examples of such scholarship include:

  • Service activities that flow directly from one's special field of knowledge where new intellectual understandings may result from the very act of application. Such activities can include medical diagnosis, service to clients in psychotherapy, the shaping of public policy, the creation of an architectural design, work with public schools, "workshopping" with public school teachers, and service as a consultant.
  • Giving workshops to train other faculty members in a certain method or approach.
  • Submission of and/or participation in grants, fellowship programs, or other externally funded support for scholarship activities.
  • The award of institutional support for scholarship efforts.
  • Attendance and/or assumption of leadership roles in discipline-related organizations.
  • Achievement or maintenance of professional certification or licensure pertinent to teaching area or professional education.
  • Continuation of practical experiences outside of the University pertinent to teaching duties, such as professional work with schools and/or outside entities.
  • Participation in professionally organized, discipline-based field excursions.
  • Professional awards and recognition for such efforts.
The scholarship of teaching

Such scholarship recognizes the critical importance to faculty of the reflective, systematic, replicable, and public examination of their teaching practices and of how students learn. Examples of such endeavors include:

  • Peer-reviewed publications, presentations at professional conferences, or being a speaker at an invited talk related to pedagogy in one's area.
  • Participation in formal course work beyond the terminal degree, special courses, and/or workshops to improve upon or acquire professional competencies in content-pedagogy, including emerging technologies.
  • Writing extended reviews of recent books and/or articles in the content-pedagogy of your discipline, either for peer-reviewed publication or internal review as tangible evidence of remaining abreast of the successful instructional strategies of one's discipline.
  • The creation and implementation of an innovative, original course with content-specific goals and a method for external assessment.
  • The creation and/or implementation in a course of an innovative pedagogical approach whose outcome is publicly documented.
  • Professional awards and recognition for such efforts.

Most service activities are oriented to the needs of the University but may also address needs of the community at large. Examples of the ways faculty members provide service to the institution may include, but are not limited to, the following:

  • Renders conscientious and effective academic advisement and/or career counseling 1with the exception of Library faculty
  • Develops and/or participates in recruitment activities
  • Participates in professional activities, such as consulting, clinical work, and providing technical assistance in ways that reflect favorably on the University
  • Performs notable work collaboratively or individually with a University committee, group, project, etc. including organization of campus programs and preparation of special reports and other accreditation documents
  • Cooperates in out-of-the-ordinary undertakings like off-campus courses, night courses, honors courses, Saturday activities, parents’ receptions, etc.
  • Supports campus activities by working with clubs, attending campus events, participating in student functions, etc.
  • Brings outside funds to the institution, such as grants or contracts
  • Participates in community activities that render service to community, further the mission of the University, or reflect favorably on the University (community should not be construed in narrow geographic terms).

2Academic Freedom

The teacher is entitled to full freedom in research and in the publication of the results, subject to the adequate performance of his or her other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.

The teacher is entitled to freedom in the classroom in discussing the subject, but he or she should be careful not to introduce into the teachings controversial matter which has no relation to the subject.

The university teacher is a citizen, a member of a learned profession, and an officer of an educational institution. When speaking or writing as a citizen, he or she should be free from institutional censorship or discipline, but the university teacher's special position in the community imposes obligations. As a person of learning and an educational officer, he or she should remember that the public may judge the profession and the institution by his or her utterances. Hence, the university teacher should at all times be accurate, should exercise appropriate restraints, and should make every effort to indicate that he or she is not an institutional spokesperson.

A faculty member who believes he or she has been deprived of academic freedom by any member of the faculty or administration and has exhausted all informal means of resolving the difficulty may, in writing, file a grievance as provided in Section II, Article H of the Faculty Handbook. (University Statutes, Article III, Section 8)

Faculty members should assure unimpeded intellectual diversity in their classes and avoid even the appearance that students who disagree with their views will in any way be subject to prejudiced academic evaluation. Student complaints to this effect will be addressed through the Academic Grievance Policy as stated below. If warranted, the faculty member may be subject to disciplinary action administered according to due process through the Office of Academic Affairs.

1Approved by GSW Faculty 5/1/2009
2Approved by GSW Faculty 4/30/2008

American Council on Education
Adopted by the Board of Regents

Intellectual pluralism and academic freedom are central principles of American higher education. Recently, these issues have captured the attention of the media, political leaders and those in the academy. This is not the first time in the nation's history that these issues have become public controversies, but the current interest in intellectual discourse on campus suggests that the meaning of these terms, and the rights and responsibilities of individual members of the campus community, should be reiterated.

Without question, academic freedom and intellectual pluralism are complex topics with multiple dimensions that affect both students and faculty. Moreover, America's colleges and universities vary enormously, making it impossible to create a single definition or set of standards that will work equally well for all fields of academic study and all institutions in all circumstances. Individual campuses must give meaning and definition to these concepts within the context of disciplinary standards and institutional mission.

Despite the difficulty of prescribing a universal definition, we believe that there are some central, overarching principles that are widely shared within the academic community and deserve to be stated affirmatively as a basis for discussion of these issues on campuses and elsewhere.

  • American higher education is characterized by a great diversity of institutions, each with its own mission and purpose. This diversity is a central feature and strength of our colleges and universities and must be valued and protected. The particular purpose of each school, as defined by the institution itself, should set the tone for the academic activities undertaken on campus.
  • Colleges and universities should welcome intellectual pluralism and the free exchange of ideas. Such a commitment will inevitably encourage debate over complex and difficult issues about which individuals will disagree. Such discussions should be held in an environment characterized by openness, tolerance and civility.
  • Academic decisions including grades should be based solely on considerations that are intellectually relevant to the subject matter under consideration. Neither students nor faculty should be disadvantaged or evaluated on the basis of their political opinions. Any member of the campus community who believes he or she has been treated unfairly on academic matters must have access to a clear institutional process by which his or her grievance can be addressed.
  • The validity of academic ideas, theories, arguments and views should be measured against the intellectual standards of relevant academic and professional disciplines. Application of these intellectual standards does not mean that all ideas have equal merit. The responsibility to judge the merits of competing academic ideas rests with colleges and universities and is determined by reference to the standards of the academic profession as established by the community of scholars at each institution.
  • Government’s recognition and respect for the independence of colleges and universities is essential for academic and intellectual excellence. Because colleges and universities have great discretion and autonomy over academic affairs, they have a particular obligation to ensure that academic freedom is protected for all members of the campus community and that academic decisions are based on intellectual standards consistent with the mission of each institution.

Grievance Procedures for Faculty and Staff

1. Definition

All regular employees or any group of regular employees may file a grievance under this procedure for any action or inaction by an employee of Georgia Southwestern State University that they believe is unfair, discriminatory, or improperly reached due to conditions of employment and perceived as unjust or inequitable or when they believe a mistake has been made in the administration, application, development, or interpretation of a rule, plan or policy.

2. Purpose

Conflicts sometime arise in the relationship between the University, as an employer, and its employees. Both the employee with a grievance and the University benefit when the University responds to grievances promptly and fairly. The grievance procedure at Georgia Southwestern State University consists of three parts:

a) Informal Grievance Procedure
b) Alternative Dispute Resolution (Mediation)
c) Formal Grievance Procedure

3. Policy

All employees shall receive fair and equitable treatment. These procedures apply to all employee grievances which arise while employed at Georgia Southwestern State University. Employee grievances will be resolved promptly and fairly.

An aggrieved employee should first seek resolution with his/her immediate supervisor or a first line manager consistent with our philosophy of resolving disputes at the lowest possible level in the organization. If the problem originates with the supervisor, then the employee will have the option of bypassing this step and filing an informal or, if necessary, formal grievance as outlined below.

This institution does not support any punitive or retaliatory action against an employee for any reason. Any such action taken against an employee for seeking redress under these procedures will not be tolerated. Violation of this rule is grounds for dismissal.

4. Informal Grievance

The employee first seeks to resolve the grievance with the immediate supervisor or a first line manager consistent with our philosophy of resolving disputes at the lowest possible level in the organization. These discussions should be conducted in private. If the grievance involves the immediate supervisor, the employee shall have the option of having a discussion in private, and/or shall be given an opportunity to have another employee present as a witness. If the grievance remains unresolved, the employee may then seek to resolve the grievance at each level of supervision up to and including the department head/department chair/dean/vice president.

If the grievance is not resolved or if circumstances of the grievance prevent the employee from using the above mentioned steps, the employee may represent the grievance to the Human Resources Director.

The Human Resources Director shall investigate and counsel with the employee, the supervisor, and the department head/department chair/dean/vice president in an attempt to resolve the grievance.

5. Mediation Procedure

If all reasonable informal efforts to resolve the complaint fail, the aggrieved employee is encouraged to choose the mediation process before filing a formal grievance.

Mediation is an informal process that involves a neutral third party who will assist in resolving the dispute. The objective of this process is to come to an agreement that is fair and meets the needs of the parties involved. This process is confidential and private and is conducted in a private setting.

Mediation does not waive the rights of any aggrieved party to seek resolution of his/her grievance through formal avenues. Mediation is a cost effective, voluntary, fast and efficient way to resolve grievances; it thus encourages reaching a mutually acceptable resolution.

6. Steps for Mediation

  1. The parties in dispute jointly choose one mediator from a panel. The panel of mediators is located in the Office of Human Resources.
  2. The mediator will set up a time for the employees to meet. This meeting will take place within five (5) working/class days after the mediator is chosen.
  3. At the time of the meeting, the mediator will assist the two parties in finding a mutually agreeable and fair solution to the conflict. The mediator may offer suggestions, but cannot impose a solution.
  4. If the employee is not satisfied with the outcome of mediation, he or she can file a formal grievance.

7. Formal Grievance Procedure

If a grievance is not resolved by informal appeals or mediation as outlined above, then faculty or staff employees may pursue resolution of the grievance under a Formal Grievance Procedure. The following procedures will be in place to provide the framework and process to resolve formal grievances:

a) Establishment of Grievance Panel

The Grievance Panel shall provide a means to hear the complaints of university employees who have exhausted normal channels but who have not received satisfaction in the resolution of a grievance by the informal process and/or mediation.

There will be 15 members of the Grievance Panel elected by the employees. The Human Resources Department will administer this election on an annual basis. The 10 employees receiving the most votes will be permanent members of the Grievance panel. The next five will be alternate members. The members of the Grievance Panel will be elected within the first two weeks of the Fall term for a calendar year. The newly elected members will meet within two weeks following the election. At this meeting, the Chair of the Grievance Panel, who also serves as Chair of each Review Board, will be elected by the ten (10) member panel.

 b) Eligibility of Service of Grievance Panel

With the exception of the President, all regular employees with at least 1 academic year (nine months) of continuous service at Georgia Southwestern State University are potential Grievance Panel members. Employees’ names shall be removed from the pool if:

  1. employment terminates.
  2. an employee is a grievant.
  3. an employee is named or otherwise directly involved in the grievance.

 c) Procedures for Requesting Review Board Hearing

The grievant shall file a written request for a hearing with the Chair of the Review Board as soon as possible stating the following:

  1. The facts of the complaint, including the date, time, and place the act occurred and other pertinent facts verified by the grievant. Disputes involving tenure and salary are not considered by a Review Board except if the basis of the grievance is alleged discrimination based on gender, age, race, disability, or religious affiliation.
  2. The names of possible witnesses.
  3. A description of the evidence which tends to support the complaint.

The Chair within three (3) working days from the filing of the application of the grievant, shall determine whether the nature of the grievance is one which may be properly heard by a Review Board.

    • If so, the Chair will instruct the parties as to the procedures to be followed in selecting the members of the Review Board and in conducting the hearing (See section d) below).
    • If not, the Chair will so notify. The grievant may then request a decision of the full Board of nine members. If the Board, by simple majority, upholds the original decision of the Chair, the grievant and President will be notified and reasons given. If the Board agrees to hear the grievance, the process continues as follows:
    • Within ten (10) working days following receipt of a grievance, the Chair will have a Review Board constructed as provided in Section d).

 d) Selection of Review Board Members

Each Review Board shall consist of the Chair (nonvoting) and five (5) voting members chosen from a panel of nine (9), constituted as set forth in Section a) above. Upon notification of the names of the Grievance Panel members, each party shall in the presence of the Chair strike the names of two (2) persons from the Grievance Panel. The parties shall alternate in exercising their strikes, beginning with the grievant, until five (5) members remain. The five (5) members shall constitute the Review Board who will hear the grievance. It is anticipated that this “striking” process will be completed within five (5) working days following the decision by the Chair to review the case.

 e) Excusing Review Board Members

Grievance Panel members who are drawn as possible Review Board members may be excused if a majority of the 15 member Grievance Panel determines that:

  1. there is a bona fide conflict of interest between the Review Board members and either of the parties of the grievance;
  2. the potential Review Board member is ill;
  3. or service on the Review Board should be excused for good cause shown.

 f) Removal of Review Board Members for Cause

A party may present a request, in writing, at least three (3) working days in advance of any hearing, to the Chair, to remove any member of the Review Board for reasonable cause. If the Chair grants the request, he or she shall fill the vacancy from the alternate five members. The member chosen to fill the vacancy may likewise be removed for reasonable cause. The Chair may, on his or her own motion, remove any member for reasonable cause stated.

 g) Notice to Parties and Review Board of Hearing

A party may present a request, in writing, at least three (3) working days in advance of any hearing, to the Chair, to remove any member of the Review Board for reasonable cause. If the Chair grants the request, he or she shall fill the vacancy from the alternate five members. The member chosen to fill the vacancy may likewise be removed for reasonable cause. The Chair may, on his or her own motion, remove any member for reasonable cause stated.

h) Duties of the Chair

The Chair of each Review Board shall not vote but shall be responsible for the conduct of the hearing and implementation of the grievance procedures. The Chair’s duties include the following:

  1. Assuring that all parties are familiar with the grievance procedures.
  2. Reviewing the grievance and determining that:
    1. It is one which is properly heard by a Review Board. (If not, the grievant shall be so notified in writing.)
    2. It has been filed in accordance with Section c).

Within five (5) working days following receipt of a written grievance, the Grievance Panel of ten (10) persons as potential members of the Review Board are notified that the selection of the Review Board will be conducted.

If it is determined that there is a conflict of interest for the Chair on a specific grievance, the Chair will be removed from the process and the President of the University will appoint an Interim Chair for the Grievance Panel to facilitate the process.

 i) Hearing Procedure

The hearing before the Review Board shall be conducted in a private setting and remain confidential. The parties have the right to select one (1) person to attend as an observer. Attorneys are not authorized to participate in grievance hearings. The grievant may select an advisor (Georgia Southwestern State University employee) to assist at the hearing, and the advisor may participate in the hearing.

A tape recording or transcript of the proceedings shall be kept within a secured area in the GSW Human Resources Department and will be available to the parties at a reasonable cost.

The parties and their advisors shall have the right to cross examine witnesses against them. Should a witness be unable to appear because of illness or other cause acceptable to the Chair, the sworn statement or affidavit of the witness may be introduced into the record. An affirmation shall be administered to all witnesses by a notary public. The Review Board will not be bound by strict rules of legal evidence. It may receive any evidence deemed by the Chair to be of value in determining the issues involved. The Review Board shall state its finding in writing that shall be based on the evidence introduced at the hearing. The Chair will report the findings in writing to the President. The confidentiality of the hearing shall be preserved.

j) Review Board Findings

The findings and confidential recommendations, if any, made by the Review Board to the President shall be advisory only. The President will render a final decision within 10 working days of receiving the Review Board’s recommendation. The President reserves the right to return the grievance to the Review Board for further consideration. The President’s final decision may be appealed to the Board of Regents by requesting a hearing with the Board of Regents. The request for a hearing is sent to the Board of Regents, Office of Legal Affairs.

k) Time Limits

The time limits described in this formal grievance procedure may be waived or extended with the consent of both parties or the President of the University.
Revised June 2000

Affirmative Action

The current Georgia Southwestern State University Affirmative Action Plan is available in the James Earl Carter Library, each academic school and department office, Human Resources Office, and the Affirmative Action Office. Georgia Southwestern State University employees are encouraged to examine and recommend constructive modifications of the plan.

In addition, each employee should be acquainted with the Classified Personnel Policy Manual and The Policies of the Board of Regents.

USG Background Check Policy

  • All successful internal candidates (current employees) for positions at GSW or any USG institution will be subject to a background check.
  • Background checks will include both state and Federal criminal history checks covering a minimum of seven years, social security number check, and credentials/education checks for all professional and academic positions.
  • All resident assistants (RA's) will be subject to a background check.
  • Any employee (including student workers) who is charged with a crime (other than a minor traffic offense) must report it to his or her supervisor within 72 hours of becoming aware of the charge. Failure to report being charged with a crime may result in appropriate disciplinary action, including termination of employment.

Faculty Personnel Files

Files are maintained on each faculty member in the Human Resources Office and by each person in the chain of supervision of the faculty member department chair, academic dean, Vice President for Academic Affairs and President. Information filed in each office is listed in the material which follows. Some information is required, and other information is filed at the discretion of the person responsible for that file or the faculty member whose file it is. All files must be maintained in accordance with the Georgia Open Records Law, which means, among other things, that each faculty member may request in writing to review any or all of his or her files.

The official faculty personnel files are those maintained by the administrators mentioned above and only administrators in the chain of supervision of an individual faculty member maintain personnel files for that faculty member. Information pertain¬ing to a faculty member that is available to any other person on campus is not to be considered in personnel actions unless that information is transmitted in writing, at or near the time such information is collected, to an administrator who is responsible for faculty personnel files. The term “personnel action” includes initial appointments to the faculty, tenure, promotion, leave of absence, assignment of additional duty, new appointments, change of title, contract renewal, non-renewal, reprimand, and termination. Faculty members must be notified in writing that any documents related to them have been transmitted.

General guidelines used to determine the location of each item of information are as follows:

  1. The documentation of initiated action is filed at the appropriate level nearest the faculty member.  For example, a recommendation for or against tenure is filed by the department chair.
  2. The final record of action taken is filed at the highest level in the chain of supervision. For example, a recommendation to the Board of Regents for tenure is on file in the Office of the President.
  3. Records common to all faculty members are filed in the Human Resources Office. The only exception to this rule is the Annual Evaluation, which is kept in the faculty member’s departmental file and the file in the Office of Academic Affairs.

Since information filed at the discretion of an administrator has the potential of being used as documentation for personnel action, the faculty member must be in¬formed when such information is filed. The administrator who files discretionary material must record, by either memorandum, letter or notation on the material, that the faculty member was notified within ten working days of the time that the information was filed. Faculty members have the right to add a response to any such discretionary material if they so choose, but they must request in writing to review any such material before drafting a response. Responses should be filed within ten working days of the time the faculty member receives the material for review. Furthermore, a faculty member has the right to request that discretionary materials be added to their file. If an administrator has not notified the faculty member that a meeting summary or a copy of correspondence has been included in their file within two weeks of the meeting or sending of the correspondence, the faculty member may request in writing that the discretionary material be included. Such a request must be fulfilled within ten working days of receipt of the request.

The following lists the location where each document should reside regardless of whether it is required or discretionary.

Human Resources Office

(There are no discretionary files kept by the Human Resources Office)

1.   Security questionnaire/loyalty oath
2.   Confirmation of personnel actions approved on campus
3.   Record of sick leave
4.   Finance/pay records (W-4, immigration papers, payroll deductions, etc.)
5.   Insurance records

A complete list of all required documents for Human Resources can be found on the GSW website at: http://gsw.edu/Resources/FacultyandStaff/HR/Orientation/index

***Note that the previous policy stipulated that the Human Resources Office held all annual evaluations (original copies).

President's Office

1.   Contracts
2.   Recommendation of personnel action directed to or from the President
3.   Record of personnel action decisions

1.   Summary of conference with faculty member
2.   Correspondence with faculty member
3.   Correspondence related to faculty member

Office of the Vice President for Academic Affairs

1.   Initial offer of appointment to the faculty member
2.   Confirmation letter accepting offer of employment
3.   Revised curriculum vita which includes employment at GSW
4.   Faculty Information Data Form
5.   Copy of certification or license, if applicable
6.   Transcripts confirming all degrees earned
7.   Evaluation of graduate work completed to verify that accreditation (SACS, NLN, NCATE, etc.) criteria have been met
8.   Recommendations of personnel actions directed to or from the Vice President for Academic Affairs
9.   Confirmation of Board approval of personnel action

1.   Summary of conferences with faculty member
2.   Correspondence with faculty member
3.   Correspondence related to faculty member

Academic Dean

1.   Recommendations of personnel action directed to or from academic dean
2.   In case faculty member is a department chair, all filing requirements under "department chair"
3.   In case school is not organized into departments, all filing requirements of department chair

1.   Summary of conference with faculty member
2.   Correspondence with faculty member
3.   Correspondence related to faculty member

Department Chair/Coordinator

1.   Summary of student opinionnaires
2.   All annual evaluations (original copies)
3.   Documentation used in preparation of annual evaluation
4.   Summary of third‑year conference on progress toward tenure
5.   Letters of commendation
6.   Letters of complaint with faculty response
7.   Recommendations of personnel action
8.   Record of absence

1.   Summary of conferences with faculty member
2.   Correspondence with faculty member
3.   Correspondence related to faculty member

1Faculty Handbook Revisions Policy

Proposed revisions or amendments to, or deletions from the Faculty Handbook of Georgia Southwestern State University shall be made by the faculty committee that has oversight of specific areas of faculty activity, as follows;

  • The Faculty Senate Section I on Organization and Governance
  • The Faculty Affairs Committee Section II on Faculty Affairs, Section III on Promotion and Tenure, and Section IV on Faculty Welfare.
  • The Committee on Academic Affairs Section VI on Academic Affairs Policies, and Section VIII on Comprehensive Program Review
  • The Committee on Business and Finance Section VIII on Business and Physical Plant Policies
  • The Institutional Review Board Section IX on Institutional Review Board Policies and Procedures.

If it is not clear which committee should consider a proposal it should be submitted to Faculty Affairs, who will forward it, if necessary, to the appropriate committee.

All amendments or changes that originate in faculty committees must be forwarded to the Faculty Senate. All amendments or changes must be approved by a two-thirds vote of the faculty at a general faculty meeting at which a quorum is present. These guidelines do not apply to Section IX the Appendices that contain only information, such as calendars and committee assignments, which change as a matter of course.

1 Approved by GSW Faculty 4/27/2012

1Lecturer Faculty

Lecturers and Senior Lecturers are full time faculty members of the Corps of Instruction. Pursuant to Board of Regents policies, Lecturers are Non-Tenure Track professional personnel hired to provide special instructional functions such as basic skills instruction. Courses taught will be at the undergraduate level and determined by the academic unit.

The following is the Board of Regents policy concerning reappointment of lecturers and is the policy of Georgia Southwestern State University:

Reappointment of a lecturer who has completed six (6) consecutive years of service to an institution will be permitted only if the lecturer has demonstrated exceptional teaching ability and extraordinary value to the institution. (BOR Policy manual 8.3.1)

The following is the Board of Regents policy concerning dismissal of lecturers and senior lecturers and is the policy of Georgia Southwestern State University:

Full-time lecturers and senior lecturers are appointed by institutions on a year-to-year basis. Lecturers and senior lecturers who have served full-time for the entire previous academic year have the presumption of reappointment for the subsequent academic year unless notified in writing to the contrary as follows;

  1. For lecturers with less than three (3) years of full-time service, institutions are encouraged to provide non-reappointment notice as early as possible, but no specific notice is required.
  2. For lecturers with three (3) or more years but less than six (6) years of full-time service, institutions must provide non-reappointment notice at least thirty (30) calendar days prior to the institution’s first day of classes in the semester.
  3. For senior lecturers or lecturers with six (6) years or more of full-time service, institutions must provide non-reappointment notice at least one hundred and eight (180) calendar days prior to the institution’s first day of classes in the semester.

Lecturers or Senior Lecturers who have served for six (6) or more years of full-time service at an institution and who have received timely notice of non-reappointment shall be entitled to a review of the decision in accordance with published procedures developed by the institution. The procedures must be approved by the Chancellor or his/her designee prior to implementation. Additional appeal procedures are contained in Section VII of the Bylaws of the Board of Regents of the University System of Georgia.

In no case will the service as lecturer or senior lecturer imply any claim upon tenure or reappointment under other conditions than those above. (BOR Policy manual

The following is the Board of Regents policy concerning non-tenure track professional personnel and is the policy of Georgia Southwestern State University:

  1. Individuals employed in non-tenure track positions shall not be eligible for consideration for the award of tenure.
  2. Probationary credit toward tenure shall not be awarded for service in non-tenure track positions, except for lecturers and senior lecturers.
  3. Notice of intention not to renew contracts of non-tenure track personnel who have been awarded academic rank (Instructor, Assistant Professor, Associate Professor, Professor) shall follow the schedule required for tenure track personnel. This schedule of notification shall not apply to other professional personnel.
  4. Individuals employed in non-tenure track positions may apply on an equal basis with other candidates for tenure track positions which may become available.

The transfer of individuals from tenure-track positions to non-tenure track positions shall be effected on a voluntary basis only (BOR Minutes, 1982-83, pp 255-256).

(BOR Policy Manual 8.3.8)

1Approved by GSW Faculty 12/03/10

Faculty Offices

Insofar as possible, faculty offices are assigned in the general area of the school or department office and the area where the instructor teaches by the academic dean. Office assignments and telephone numbers are listed in the campus directory for faculty and staff.

Faculty Absences

Faculty members are expected to meet every class as scheduled by the department chair or academic dean and to participate in academic advising of students. Any faculty member who must miss a scheduled class should have that absence approved in advance by his/her department chair or academic dean whenever possible. Faculty members should avoid being absent from class for personal rea¬sons.

Absences from class should be reported on the official absence report form available in department and school offices and on the GSW website at http://gsw.edu/Assets/HR/files/adminprofleaveform%20revised%202013.pdf. See sick leave policy on page 57, Section IV.B.

Faculty Released Time for Professional Development

Faculty members may be approved for a reduced teaching load in order to conduct professional activity such as research or upgrading skills by taking course work which will enhance the faculty member's ability to teach at Georgia Southwestern State University. A reduced load is possible only when the needs of the class schedule can be met by other means.

A faculty member who wishes to teach a reduced load during any given term should request the reduction in writing at least two terms prior to that for which the reduced load is being requested. A memorandum should be addressed to the department chair or academic dean describing in detail the project for the term, the benefits to the faculty member or to the University of the project, and the method and date for reporting the completion of the project. If the department chair or academic dean can meet the demands of students and the schedule without a full load being taught by the faculty member, the dean/chair should address an endorsement of approval for the request to the Vice President for Academic Affairs. This endorsement should include a description of the method the dean/chair will use to staff the department or school's needs without the services of the faculty member requesting a reduced load. Final approval of released time may be granted only by the Vice President for Academic Affairs.

Faculty Searches

All searches for faculty positions must follow the guidelines published by Human Resources. Candidates being interviewed on campus for positions are required to teach a class or give a presentation as part of the interview process. (

Part-Time Faculty

  • Part-time faculty are under the direct supervision of the Chair of the department in which they are hired.
  • The Chair is responsible for providing to each part-time faculty member an appropriate orientation to university policies and procedures.
  • Part-time faculty should receive an annual evaluation as part of the annual evaluation process.
  • Part-time faculty must provide students with a means of contacting them and with hours during which they will be available for contact in person, by phone, or by email. ( and 6)

Teaching Assistants

The Teaching Assistant: A teaching assistant is a registered graduate student in full-time residence and serving an apprenticeship under the active tutelage and supervision of a regular faculty member.

Workload: Teaching Assistant workloads are intended to allow TA’s to fulfill their academic obligations. TA’s employed half-time (.50 FTE) are expected to devote 20 hours per week to TA duties during instructional and examination periods. These hours include all time spent in preparation, classroom and laboratory teaching, office consultation, and reading student papers.

Duties: A teaching assistant is not responsible for the instructional content of a course, for selection of student assignments, for planning of examinations, or for determining the term grade for students. Neither is the TA to be assigned responsibility for instructing the entire enrollment of a course or for providing the entire instruction of a group of students enrolled in a course.

The teaching assistant is responsible only for the conduct of recitation, laboratory or quiz sections under the active direction and supervision of a regular member of the faculty to whom final responsibility for the course’s entire instruction, including the performance of his [or her] teaching assistants, has been assigned.

Supervision and Review: The selection, supervision and training of all student teachers is an important responsibility of the school, and in particular of the coordinator of the graduate program. All candidates for appointment and re-appointment should be subjected to careful review and recommendation, either by the school as a whole or by a responsible committee.

Eligibility: When appointed, the TA must have a minimum G.P.A. of 3.00 and must be a registered, full-time student in good standing throughout the period of appointment.

Faculty Development Grants

Based on the recommendations of the Faculty Affairs Committee, a budget has been established in the Office of the Vice President for Academic Affairs to award grants for individual faculty development. The Vice President will receive the proposals and pass them to the Faculty Affairs Committee. All proposals will be reviewed by the Committee. The chair of the Committee will compile the results of the review process and submit the results to the Vice President, who will be responsible for final decisions on funding.

To facilitate the review process, the proposals submitted should use the “Faculty Development Grant Proposal” form found in the Appendix, including a Budget and Project Description describing how the project will benefit the University. The evaluation criteria given below should be addressed in this section.

Administrators at all levels and the faculty share a common concern that opportunities for and in support of faculty development be high priority at the University. The emphasis of the program should be individual development broadly defined. A few examples of the many possible projects are

  1. Research projects
  2. Organizing professional meetings and seminars
  3. Academic service to the community
  4. Productive participation in professional meetings
  5. Faculty development time (released time)

The following guidelines have been proposed by the Faculty Affairs Committee:

  1. To insure wide distribution of funds, funding is limited to two grants per fiscal year. While the faculty member's enthusiasm should not be limited, first time appli¬cants will take priority over those requesting a second research grant in the same fiscal year.
  2. These funds should be reserved for use when departmental, school, and outside funds are not available.
  3. Innovative and original research which is related to a faculty member's teaching discipline is encouraged and supported within reason of available funds. Funds may be used to pay student help, buy small items of specialized equipment, provide copies of hard to find literature sources, or cover travel to field sites, libraries, or other such facilities.
  4. To encourage growth and professional stature, travel grants will be funded when possible to any recognized professional activity in which the faculty member is a productive participant (i.e., an organizer, speaker, society officer, etc.). Travel funds are limited to 80% of the estimated cost, the remainder to be borne by the faculty member as evidence of his/her sincere interest in this activity. Passive participation (i.e., as a member of the audience), while encouraged, is not under the faculty development grant program.
  5. To assure the wise administration of these funds, a short summary of the funded activity must be sent to the Vice President for Academic Affairs after completion. Failure to submit a summary will result in not funding future proposals.
  6. All changes in the Faculty Development Grants guidelines must be approved by a majority of the faculty at a faculty meeting.

The criteria for the evaluation of proposals by the Faculty Affairs Committee are as follows:

  1. General Procedure

    • a. All Faculty Affairs Committee members will read the proposals.

    • b. Score each proposal on a basis of 1-10.

    • c. Recommend percentage funding for each proposal.

    • d. Faculty Affairs Committee members with applications in review will not vote on their own proposals.

    • e. The budget allocated for Faculty Development Grants will be provided to the Committee at the beginning of each fiscal year by the Office of the Vice President for Academic Affairs.

    • f. The Office of the Vice President for Academic Affairs will notify the Committee in writing of the names and amounts of awards. A brief statement will accompany this notification explaining the rationale for award amounts differing from those recommended by the Committee.

    • g. The Committee will provide each applicant denied funding a brief statement explaining the rationale for denial.

  2. General Guidelines

    • a. Review original guidelines on file with proposals.

    • b. Must demonstrate all other funding sources exhausted (department, school, outside grants, etc.)

    • c. Results of any previous Faculty Development Grants must be on file with the Vice President for Academic Affairs.

  3. Criteria for Travel Expenses to Meetings

    • a. Meeting sponsored by recognized professional society or of demonstrat­ed significance.

    • b. Meeting should be pertinent to applicant's teaching or research field.

    • c. Funding is restricted to applicants who are actively participating in meetings (organizer, officer, speaker, etc.).

    • d. Includes a detailed budget with brief, itemized justification.

  4. Criteria for Attendance at Short Courses
    Relevant to applicant's teaching and/or research or to departmental goals, i.e., learning for new course offerings or course expansion.

  5. Criteria for Research Proposals

    • a. Literature search demonstrates project is original.

    • b. Significance or importance of project is demonstrated.

    • c. Applicant proposes a practical, manageable plan.

    • d. Includes a detailed budget with brief, itemized justification.
      For example:
      Travel to field site (100 miles round trip, three trips)         $60.00
      Secretarial help (typing final report)                                $50.00

  6. Criteria for Funding

    • a. Conference Presentations & Productive Participation
      - National & International $700
      - Southeast $500
      - State $300
      - Local $100

    • The Faculty Affairs Committee shall interpret the appropriate funding level to be that which provides the highest level of funding possible based on the location of the conference and the nature of the conference. This limit does not override the aforementioned 80% of total cost limit on travel funds. The Faculty Affairs Committee is allowed to make judgments concerning the definition of “Southeast” but the norm shall be conferences in Tennessee, South Carolina, Alabama, Georgia, and Northern Florida are within the “Southeast”. Examples:

      -an international or national conference taking place within the state of Georgia shall have a maximum funding award of $700

      -a Mid-West regional conference shall have a maximum funding award of $700

      -a California state conference shall have a maximum funding award of $700

      -a regional conference located in South Carolina shall have a maximum funding award of $500

      -a state conference located in Athens, Georgia shall have a maximum funding award of $300

    • b. Research
      - $700

    • c. Academic Supplies (related to innovative teaching projects)
      - $200

    • d. Attendance at Training Seminars (based on availability of funds and documentation as to how this training will benefit the University)
      - $150

    • e. Permit the above maximum permissable allocations to be exceeded if funding is available and project shows exceptional merit.

In case of faculty development time in lieu of teaching, the following guidelines have been established and approved by the faculty:

  1. It is imperative that faculty understand that development time does not automat¬ically accrue but will be obtained only after submission and approval of a suit¬able project. Additionally, faculty must understand that the general needs of the institution or their respective department will be taken into account prior to granting individual development time.
  2. To apply for faculty development time in lieu of teaching, a faculty member must submit a written proposal for a specific activity which will aid his/her development as a professional and/or an educator.
  3. A faculty member may apply for faculty development time in lieu of teaching load typically not to exceed one three or four hour course per academic year, nor three such courses in a three year period.
  4. Applications should be submitted through the department chair/academic dean for endorsement to the Vice President for Academic Affairs who, in turn, will solic¬it the recommendation of the Faculty Affairs Committee. The Committee will examine the proposal's professional merit and other pertinent information and make recommendations to the Vice President to aid in his/her decision. When necessary, the Committee will solicit the advice of specialists in the area of the proposal. The Vice President, however, will make the final decision as to whether the proposal is approved.
  5. The Vice President enlists the cooperation of academic deans and department chairs in scheduling classes such that time for approved faculty development projects may be made available.

1Faculty Instructional Grants

The Faculty Instructional Grant (FIG) will provide funding for exceptional one-time purchases of long-term use instructional resources. The Vice President of Academic Affairs (VPAA) will receive proposals for FIGs from faculty and deliver copies of the proposals to the Faculty Affairs committee; The VPAA will inform the Committee of the funding level available for the FIGs. The Committee will review all proposals and submit recommendations to the VPAA concerning approval and funding levels for all proposals. The VPAA is responsible for final decisions and notification of approved grants. The deadline for proposals, reimbursement of approved grants and implementation of grants will be set at the discretion of the VPAA. Procedures regarding verification of implementation of grants will be set at the discretion of the VPAA.

The following guidelines apply to the approval of FIG proposals;

  1. Funding for the expenses in the proposal must be unavailable through normal GSW or outside funding sources, including the procedures in Section IV(S) of the Faculty Handbook.
  2. FIGs may not be used for funding of proposals where funding would be available through Faculty Development Grants. This includes but is not limited to travel expenses, faculty research, training seminars, and small academic supply purchases allowed under Faculty Development Grants.
  3. Faculty members are limited to one FIG per academic year.
  4. The format and required information contained in FIG proposals will be established by and amended at the discretion of the Faculty Affairs Committee.

1Approved by GSW Faculty 04/29/11

Family Members in the Workplace

While the University encourages faculty and staff families to take advantage of opportunities on the campus, it is emphasized that university employees do not allow family members to visit them on a regular or prolonged basis while in the workplace. It is expected that university personnel will make the necessary arrangements for child care.

Students should not bring children to campus on a regular or prolonged basis. While the University encourages students and their families to take advantage of opportu¬nities on campus, the University cannot insure the safety of children. Children must not be in classrooms, laboratories, instructional support areas or student life areas except in the context of programs conducted specifically for children. The university campus is not an appropriate environment for children.