Education Program Faculty Evaluation Policy

Adopted date: May 2008
Effective date: Academic year 2008-2009
References: See related Procedures and Policy for Tenure and Promotion of School of
Education and Richard Stockton College 

This policy covers all members of the Education program faculty, including tenure-track, nontenure track, and part-time faculty.

1.0 PREAMBLE
The Education program faculty recognizes the importance of the guidelines set forth by the
College and School of Education regarding the role of the faculty member within the
institution. The College is committed to high standards of faculty performance in an effort to
sustain and extend the excellence already achieved. In support of this commitment, the
faculty of the Education program supports the following policy as a basis for evaluation for
tenure and/or promotion.

1.1 As a nationally ranked public liberal arts college, Richard Stockton College is committed
to high standards of faculty performance that will sustain and extend the excellence we
have achieved. This commitment embodies the teacher-scholar model so central to the
liberal arts tradition. In turn, the dynamic relationship between teaching and scholarship
is part of maintaining the currency of the College's approach to interdisciplinary learning.
While much of this policy focuses on evaluation of individual faculty members, this
policy also affhms that interdisciplinary, liberal arts education is not the work of an
individual, but necessarily involves purposeful collaboration in order to achieve the
College's mission.
1.2 The status of faculty members changes as they earn tenure and promotions or move from
part time, temporary, or grant funded employment to a tenure track position. As one's
status changes so do expectations and, in some cases, the method of evaluation.
1.3 Although formal evaluation processes take place on varied cycles, the College expects
the highest level of professionalism at all times. Faculty are expected to perform their
roles in a manner that reflects positively on themselves and on the College. Also,
education is a shared enterprise that entails the ability to work well with colleagues and
others on campus and to contribute to institutional, divisional and program goals.
1.4 College expectations of faculty performance fall into two broad areas: those areas of
faculty responsibility traditionally used by institutions of higher education to judge
performance and the continued development of its faculty and those expectations that
reflect obligations of faculty as College employees. 

1.5 Throughout this policy and accompanying procedures the term "faculty" shall mean
teaching faculty; in this policy and accompanying procedures the term "Library Faculty"
shall be used to refer to Librarians covered under Article XVII of the Master Agreement. 

 

2.0 STATEMENT OF EDUCATION PROGRAM FACULTY RESPONSIBILITIES

2. 1. STATEMENT OF FACULTY RESPONSIBILITIES
2.1 .1. While individual appointment contracts outline general responsibilities of a
faculty member's appointment, the evaluation of faculty requires a clear
statement of the responsibilities of all faculty, including those who are tenured.
These responsibilities include sustained and consistent success in the following
areas. Additional details on expectations in these areas can be found in sections
4-6.
2.1.2. Teaching, including General Studies teaching and teaching in all areas where a
faculty member is listed as a member of the program faculty or associated faculty
in the College's official publications.
2.1.3. Keeping abreast of developments in one's areas of teaching responsibility and in
pedagogical innovations, as well as incorporating this knowledge into teaching.
2.1.4. Regular and systematic assessment of the achievement of student learning
outcomes in one's program and General Studies teaching, as appropriate within
the context of program objectives, and the use of this assessment in the continual
improvements of teaching and professional work.
2.1.5. Precepting, including facilitation of students' academic and career
planning/decision making; conscientious attention to students' progress toward
graduation; and helping students to access resources to reinforce these efforts.
Prompt and timely communication with students and preceptees, including
stewardship of student records and the maintenance of grading and attendance
records in a manner consistent with College policy and all relevant statutes.
2.1.6. Where appropriate, fulfilling all expectations of faculty required to acquire and
maintain professional or other accreditation of the College's programs.
2.1.7. Positive collaboration with one's colleagues in the achievement of individual,
program, divisional, and College purposes. This includes active participation in
program, division and other meetings and providing support for, and contribution
to the development of, new faculty and adjunct faculty.
2.1.8. Regular participation in and support of program activities, including those
designed to foster student learning outside the classroom.
2.1.9. Active participation in faculty recJUitment, including efforts to achieve diversity.
2.1.1 0. Research, scholarship, or atiistic/creative work, which may include the
development of successful grant proposals as defined in Section 6.2.4.6.1 0, applied research, or other approaches to the discovery of new knowledge, and,
where appropriate, its integration with teaching.
2.1.11. Participation in College organizations and activities such as Faculty Assembly,
faculty and College task forces and committees, student recrnitment, the
maintenance of positive relations with alumni, and the support of student
organizations and activities. A pattern of ongoing participation in those events
that contribute to the intellectual life of the College, including ceremonial events.
2.l.l2. The use of one's professional talents, whether based in one's discipline or not, in
service to the College and to non- College publics, communities, and
organizations in a manner that reflects positively on the College and its purposes.
2.1.13. Any other duties as may be assigned within the context of one's individual
appointment contract. 

 

3.0 OTHER RESPONSIBILITIES OF EDUCATION PROGRAM FACULTY
There are other responsibilities and expectations of faculty that derive from their employment
by the State and the College. These include:

3.1. Adherence to all policies and procedures of the College as well as public laws,
administrative rnles, or other official regulations and directives.
3.2. Adherence to all obligations and procedures outlined in the Master Agreement and all
locally negotiated agreements.
3.3. Regular attendance and performance of one's professional responsibilities to the College
and consistent with guidelines issued by one's supervisor.
3.4. Provided reasonable notice has been given, timely responses to all official
communications and requests for information including the provision to the Program
Coordinator and Divisional Dean of a syllabus for every course each term, as well as
timeliness in the performance of one's responsibilities to the College and its students.
3.5. Regular availability to students, colleagues, and staff. 

 

4.00 EVALUATION OF FACULTY

4.1 It is the policy of the College to evaluate regularly the performance of all faculty,
including library faculty and those who have been granted tenure. The purposes of such
evaluation are l) to provide probationary faculty with a clear statement of College,
Divisional, and Program expectations of performance; 2) to provide all faculty with
timely information regarding the extent to which they are meeting these expectations of
performance; 3) to identify aspects of a faculty member's performance that may need
improvement in order to meet or continue to meet College expectations; 4) to provide a
foundation for discussions ofperfonnance issues between the faculty member and the
Dean or other direct supervisor, as well as his/her peers; and 5) to determine whether a
faculty member should be reappointed, tenured, or promoted. 

4.2 Adjunct faculty are expected to meet the obligations that derive from employment by the
State and the College listed above, those noted in the Agreement for State
Colleges/Universities Adjunct Unit, and those obligations listed above that focus
primarily on teaching, i.e., 2.1.1, 2.1.2, 2.1.3, 2.1.6, and 2.1.13. 

 

5.00 COLLEGE STANDARDS FOR FACULTY EVALUATION
The College expects faculty to excel in a variety of ways and to balance teaching,
scholarship/creative activity, and service effectively. Sustained excellence in teaching is a
necessary but not in itself a sufficient condition for tenure or promotion to higher rank.
Except in unusual circumstances, scholarship leading to peer-reviewed publication and/or
peer reviewed creative activity is also a requirement for tenure and promotion to higher
rank. Any exception to the expectation will be documented in writing. Faculty are also
expected to contribute to College, community and/or professional life through service
activities. 

5.1 COLLEGE STANDARDS
5.1.1. This section outlines College standards for the evaluation of all faculty and the
process whereby Divisional and Program standards, consistent with the College
standards are re-stated in terms consistent with the character of the different
Divisions and disciplines.
5 .1.2. The College expects all faculty to meet and continue to meet these standards.
For probationary faculty the College will expect consistent evidence of positive
development in all areas of evaluation. Adjunct, part-time, and tenured faculty
are expected to sustain an overall pattern of excellence consistent with their rank
and assigned responsibilities.
5. 1.3. The College recognizes that faculty members, either in response to evaluations or
in the interest of continuing vitality, may create individual paths towards
excellence in a blend of teaching, scholarship/creative activity and service that
allows them to distinguish themselves. Consistent accomplishment over time
will be evaluated positively, while recognizing that a candidate's relative
contributions to the campus community in terms ofteaching/librarianship
scholarly/creative/professional activity and service normally will vary over time.
Therefore, short periods of relatively less activity in one area should be
complemented by greater activity in the others, producing balance and a
consistently high level of accomplishment overall. 

 

6.00 ELABORATION OF COLLEGE STANDARDS FOR TEACHING FACULTY
Elaboration- In addition to meeting all of the responsibilities outlined in2.0 and 3.0
faculty will be evaluated on teaching, scholarship, and service.

6. 1 Teaching

6.1.1. Educating students, both inside and outside the classroom, studio, or laboratory is
the College's primary purpose. Therefore, performance in teaching carries the
greatest weight in the evaluation of faculty. All aspects of teaching, including
preceptorial teaching, will be evaluated in order to gain a clear understanding of
each faculty member's performance.
Elaboration: Because the purpose of the Education program is to prepare new
teachers and enhance the skills of those already in the field, we expect that
faculty in the program will6.1.2. In broad terms excellence in teaching is characterized by:

6.1.2. In broad terms excellence in teaching is characterized by: 

6.1.2.1 A thorough and current command of the subject matter, teaching
techniques and methodologies of the disciplines one teaches.
Elaboration: In the discipline of Education, the subject matter includes
both the art and science of teaching as well as content knowledge. Thus,
we expect a thorough and current command of subject matter and
teaching techniques that recognizes this tapeshy.

6.1.2.2 Sound course design and delivery in all teaching assignments- whether
program or General Studies, introductory or advanced offerings- as
evident in clear learning goals and expectations, content reflecting the
best available scholarship or artistic practices, and teaching techniques
aimed at student learning.
Elaboration: As appropriate, courses will be aligned with state, national,
international, or other standards.

6.1.2.3 The ability to organize course material and to communicate this
information effectively. The development of a comprehensive syllabus
for each comse taught, including expectations, grading and attendance
policies, and the timely provision of copies to students.

6.1.2.4 Excellence in teaching also entails respect for students as members of the
Stockton academic community, the effective response to student
questions, and the timely evaluation of and feedback to students. 

 

Elaboration:
For Education program faculty, specific indicators of excellence in teaching
also include but are not limited to:

• IDEA evaluations

• Scores at or above program average for all courses instmcted
• Scores of education courses required for certification and
endorsements will carry greater weight
• Peer evaluations

Other indicators of excellence in teaching may include:
• Sample student artifacts
• Sample syllabi
• Sample assignments
• Creation and approval of a G-course
• Creation and approval of a new EDUC course
• Teaching of a G-course
• Teaching a wide variety of courses 

6.1.3. Where appropriate, additional measures of teaching excellence are:

6.1.3 .1. Ability to use technology in teaching.
6.1.3.2. The capacity to relate the subject matter to other fields of knowledge.
6.1.3.3. Seeking opportunities outside the classroom to enhance student learning of
the subject matter.
Elaboration: In addition to these characteristics of exemplary teaching, we
recognize the following:
• Differentiating instruction based on students' needs and
experiences,
• Providing students with opportunities to share educational
expertise outside the classroom,
• Create experiences, outside the mandated curricula, that will
serve as both learning opportunities to the students and provide
service to the community.
This list includes characteristics of exemplary teaching and is not
intended to be all inclusive. We expect faculty members to either select
from the above or describe other accepted characteristics used within
their classrooms. 

6.2 Scholarly and Creative Activity
Elaboration- To be considered for tenure and promotion to the rank of Associate
Professor the faculty member must have at least 2 peer-reviewed publications and 4 peerreviewed presentations at national or international level conferences. Although
candidates should strive to meet these expectations in terms of quantity, the quality of
journal or conference is of great importance as well. Candidates may provide justification
for reallocation of these guidelines as necessary. 

6.2.1. The teacher-scholar model recognizes that a serious and continuing commitment
to scholarship or creative activity enriches teaching and is the foundation of
sustained excellence within the classroom.
6.2.2. Publications and creative work in support of reappointment and tenure are those
achieved during the applicant's probationaty period. Activity in support of a
post-tenure promotion or range adjustment is that work completed since the most
recent promotion or range adjustment.
6.2.3. The College recognizes a wide variety of scholarly vehicles: disciplinmy or
interdisciplinary research, pedagogical research, applied research, integrative
scholarship, artistic or creative activity, grant acquisition. Scholarly or creative
activities may take many forms and use different vehicles to communicate with
the broader academic community.
Elaboration: In cases of grant acquisition, we consider participation to be primary
or a secondary author. 

6.2.3.1. The College recognizes that the time and effort required to complete
scholarly or artistic projects may vary markedly among disciplines and sub-disciplines. Such variance is addressed in approved divisional and program
standards.
Elaboration: We recognize the centrality of scholarly work to academic
institutions, both in terms of its capacity to inform teaching and its potential
to further new knowledge. As a result, we expect faculty members to
contribute accordingly through the vehicles described in 6.2.3. 

6.2.4. It is always the case that the burden is on the candidate to document the
excellence of one's work. In cases of shared or multiple authorship, clarification
of the degree of one's participation is expected. In cases of conference
presentations or proceedings, clarification should be provided with regard to the
selectivity of the review process.
Elaboration: In documenting one's scholarly work it is the candidate's
responsibility to establish the connection to the academic life of the Education
Program, the School of Education, or the College. 

 

Typically, central to judgments regarding scholarly and creative activity are:

6.2.4.1. The capacity to bring scholarly or creative projects to completion.
6.2.4.2. A mix of scholarly activities appropriate to one's appointment, e.g., in some
cases scholarly activity will be primary, in others creative activity.
6.2.4.3. Judgments of the worth and significance of the work by those qualified to
make such judgments. These may include disciplinary peers, professional
organizations, ad hoc groups such as evaluation, judging, or refereeing
panels.
6.2.4.4. Documentation of the impact of one's work
• with students
• within the scholarly area
• within the higher education generally
• on documented standards of best practices in pedagogy
• in the application of one's work
• as evident in citations of one's work
• on public policy or institutions
• in the artistic/cultural realm
• or in educational settings 

6.2.4.5. Just as in the case of traditional scholarship involving the discovery of new
knowledge, when one's work consists of pedagogical, integrative or applied
scholarship, its significance may be documented by demonstration of clear
goals, adequate preparation, appropriate methods, significant results,
effective presentation, and reflective critique. Presentation before peers and
colleagues and advancing the discipline are also expectations of alternate
forms of scholarship.
6.2.4.6. The College understands excellence in a variety of scholarly or creative
activities to embody the following: 

6.2.4.6.1. Books should be published by reputable academic or trade presses
and reviewed in appropriate journals.
6.2.4.6.2. Articles, essays, and creative writings should be published iu
appropriate scholarly journals, whether print or electronic. Some
assessment should be made as to the quality of the journal in which
the piece appears; in particular, its scholarly reputation and whether
or not the journal or proceedings are peer reviewed.
Elaboration: In the Education Program, we also recognize book
chapters published by reputable academic or trade presses in this
category.
6.2.4.6.3. Scholarly and creative activity that involves students as copresenters, co-participants, or co-authors.
6.2.4.6.4. A presentation should be evaluated on the quality of its content and
on the prestige of the meeting where it was delivered. Qualitative
judgments are best made when copies of presentations are made
available. National and regional meetings should rank higher than
local meetings in most instances. Scholarly presentations should be
ranked more highly than non-scholarly ones. Competitive selections
as well as presentations receiving disciplinary acknowledgement for
excellence should be noted. In most disciplines a record of
scholarship based on presentations alone will not be evaluated as
highly as one including refereed publications.
6.2.4.6.5. Work in the arts may be evaluated by a number of different
measures: assessment of its quality by peers or professional critics;
the reputation of the gallety, museum, or other artistic venue where it
is shown or presented; the respect afforded the organization for
which it is perfonned or under contract; or some other measure of its
success or impact (e.g. royalties, awards, or impact on public debate
or on other artists). 

6.2.4.6.6. Other forms of scholarly or creative activity that may appear in
emerging scholarly or artistic media may be included as well,
provided that comparable standards of peer review can be applied to
them.
6.2.4.6.7. Reviews (if submitted as documentation) from appropriate journals
may be included. Where reviews are included in a file as evidence of
the worth of scholarly or artistic work, attention should be given to
the professional credentials of the reviewer and the reputation of the
journal or publication.
6.2.4.6.8. Professional activities undertaken as a practitioner or consultant are
considered scholarly activity when they go beyond the routine
application of knowledge to the creation of new knowledge and the
development of new standards for practice. Such qualities distinguish
between scholarship and professional service. Those making the
judgments regarding the standards for applied research necessarily
involve more than clients and include academic peers familiar with
the area of practice under consideration. 

6.2.4.6.9. In those disciplines with strong expectations of practice to maintain
current competency, appropriate standards for determining the
significance of this work will be developed at the program level and
approved through the standard procedure.
6.2.4.6.1 0 Grants or monetary awards that are funded or reviewed as fundable
from governmental or non-governmental organizations are
considered examples of scholarship if those grants and awards are
subject to external peer review.
Elaboration: In the case where a faculty member's scholarly work in
the area of grant acquisition is presented as peer-reviewed
publication, we expect this person will establish his/her major
authorship of an external grant, the significance and impact of the
grant, and evidence of a high degree of competitiveness in being
awarded this grant.
6.2.4.6.11 Faculty engaged in community outreach can make a difference in
their communities and beyond by defining or resolving relevant
social problems or issues, by facilitating organizational development,
by improviug existing practices or programs, and by enriching the
cultural life of the community. Scholarship may take the form of
widely disseminating the knowledge gained in community-based
projects in appropriate professional venues in order to share its
significance with those who do not benefit directly from the project.
Elaboration: In the Education program, we recognize that the
definition of scholarly work is fluid. If a faculty member wishes to
present a fmm of scholarship not listed above it is the faculty
member's responsibility to establish the appropriateness of this work.
It should be understood however that this work should satisfy
generally accepted standards for academic scholarship as described
in 6.2.4.5. 

6.3 College and Community Service

6.3.1. The faculty role includes contributions to the achievement of the College's
mission through effective participation in governance activities including
leadership roles at the program, divisional, or College-wide levels. These
contributions may require the capacity to work collaboratively with other
members of the College community, including activities related to alumni and the
College Foundation.
Elaboration: Preceptorial responsibilities for program faculty are distinctively
high. Faculty members typically serve as preceptor large numbers of
undergraduate and graduate students. Because of the unique intricacy of program
requirements in education and because of the large number of post-baccalaureate
students, faculty members must dedicate comparatively more time and energy to
preceptorial advising than those in other programs.
Program service activities require Education program faculty members to devote
an inordinate amount of time on an ongoing basis addressing recmitment,
admission, orientation, retention, graduation and certification to large numbers of
undergraduate, post-baccalaureate, and graduate students. 

6.3 .2. Faculty may also contribute in broader arenas such as state or regional
organizations or disciplinmy associations. In addition, faculty may contribute to
the College's public mission through service to our community, region, and the
State or the Nation.
Elaboration: The Education program expects faculty to be knowledgeable of area
schools and to provide service to schools and/or related community organizations
through formal and/or informal methods.
6.3.3. Normally the College expects probationary faculty to serve the College and
community in selected activities, while faculty who are tenured and/or of senior
rank would be expected to have more substantial records in this area, as
demonstrated by achievements in leadership on campus and to their disciplines
and professional organizations.
6.3.4. Evaluation of achievements in this area focuses on the significance of
participation, the impact of service, the scope of responsibilities, and the
effectiveness of participation. Clear goals, adequate preparation and appropriate
methods of providing service, significant results of the service, and reflection on
the contribution and its use to improve the quality of future service are all aspects
of documenting achievement in campus and community service. 

6.3.5. Evidence of effectiveness in College or community service may include such
items as:

6.3.5.1. One or more instances when one has used one's professional skills or
knowledge for the benefit of the College, or of a non-college group or
individual.
6.3.5.2. Contributions to professional organizations that are focused on service or
professional responsibility as opposed to scholarship, research, or
artistic/creative work. For example, an officership or service on a
professional board may be more appropriately listed here, whereas editing a
special issue of a journal may be more appropriately listed under the section
on scholarship.
6.3.5.3.General civic or community activities to which one has contributed one's
professional skills or a significant amount oftime, talent, energy, and
involvement beyond that which might be expected by the usual citizen or
member. 

8.00 DEFINITION OF DIVISIONAL AND PROGRAM STANDARDS
The College standards outlined above are applicable to all faculty as specified, but their
application requires that they be intetpreted in light of disciplines represented in each
academic division and program. Each Division and Program will develop standards
interpreting the College standards within the context of its own disciplinary traditions. 

Thus, program definitions should be consistent with both Divisional and College
standards and Divisional standards will be consistent with the College standard. Prior to
their application, each standard will be approved through the process outlined in
Procedure {Number to be determined).

8.1 A division is a unit of the College headed by an Academic Dean or other academic
officer with line responsibility over faculty. For purposes of this definition, Teacher
Education and the Library shall be considered divisions. Graduate Studies is
considered a division for administrative purposes only. Any new division created by
the College that meets this definition shall automatically be covered.
8.2 A program is an academic unit of the College with its own academic degree (major)
at the graduate or undergraduate level. Those academic units with only minors or
certificates are not considered programs for personnel evaluation purposes, with the
exception of those minors to which full time or part time faculty lines have been
assigned. 

9.00 Statutory Requirements for Tenure in Academic Rank 

9.0.1 Tenure in academic rank in New Jersey public colleges and universities is
governed by statute. N.J.S.A. 18A:60-8 provides:
9.0.2 "Faculty members shall be under tenure in their academic rank, but not in any
administrative position, during good behavior, efficiency and satisfactory
professional performance, as evidenced by formal evaluation, and shall not be
dismissed or reduced in compensation except for inefficiency, unsatisfactmy
professional performance, incapacity or other just cause and then only in the
manner prescribed by sub-article B or article 2 of Chapter 6 of Title 18A of the
New Jersey Statutes, after employment in such college or such board of trustees
for:
9.0.3 (1) 5 consecutive calendar years; or (2) 5 consecutive academic years, together
with employment at the beginning of the next academic year; or the equivalent of
more than 5 academic years within a period of any 6 consecutive academic
years. 

9.1 Tenure by Exceptional Action

9.1.1 Notwithstanding the above, a Board of Trustees, upon the recommendation of the
President of the College, may, as an exceptional action and upon a 2/3 roll call
vote, grant tenure to an individual faculty member after employment in such
college for two (2) consecutive academic years.(N.J.S.A. 18A60:-9) 

9.2 College Perspectives on Tenure

9.2.1 Tenure, as established by New Jersey law, is viewed by the College as a specific
condition of employment which is afforded to those members of the academic
community who qualify for it, and is a means of making the teaching profession
attractive to persons of exceptional ability. While academic tenure is one
important protection for academic freedom, it is not a shield for mediocrity,
incompetence or academic irresponsibility. Notwithstanding the granting of
tenure, a member of the faculty is expected to attain and maintain that standard of
excellence that led the College to award tenure in the first place. 

 

9.3 The following guidelines established by the Board of Trustees are used by the College to
consider appointments that confer tenure:

9.3.1 Tenure should be awarded only to individuals whose performance during
their probationary period gives clear evidence of the ability and
willingness to make a significant and continuing contribution to the
growth and development of the institution.
9.3.2 Tenure should be awarded after presentation of positive evidence of
excellence in the achievement of College, program and divisional
standards.
9.3 .3 Tenure should be awarded to those who can demonstrate the ability to
fulfill professional responsibilities; as members of the faculty and
employees of the College; and not solely because negative evidence to
the contrary is not presented.
9.3.4 In granting tenure to individuals, the needs of the College and the
proportion of presently-tenured faculty on both the College-wide and
program-wide basis should be considered. No tenure quota is imposed.
However:
Existing minimum qualifications for appointment or promotion to certain
ranks constitute necessary, but not sufficient, justification for awarding
tenure.
9.3.5 Normally, tenure will not be granted to a faculty member in the rank of
Instructor, except for library faculty. Assistant Professors normally
receive promotion to the rank of Associate Professor concurrent with
their reappointment with tenure, unless there are unusual circumstances
in the individual tenure/promotion situation. 
9.3.6 The College reserves the right not to tenure a faculty member under
certain circumstances, including:
(1) fiscal exigency as determined by the Board of Trustees
(2) the determination by the College that long term patterns of
enrollment and degrees granted within the candidate's primary program
or the future of the program do not warrant the conferral of additional
tenure appointments.
(3) other institutional considerations as determined by the Board of
Trustees upon recommendation of the President.
The general criteria for faculty expectations have been outlined above. In addition the
College has specific expectations for each rank. The expectations for the next higher
rank are used to judge readiness for promotion to that higher rank. The expectations for
each specific rank are used to evaluate performance within that rank.

10.1 Instructors:

1 0.1.1 have a master's degree or equivalent from an accredited institution in a field
appropriate for the initial appointment. Faculty with Masters degrees in fields in
which the latter is the terminal degree would ordinarily be appointed to a higher
rank.
1 0.1.2 actively pursue an accredited terminal degree in an appropriate field.
1 0.1.3 provide evidence of scholarly or creative activity appropriate to one's discipline
and one's rank.
1 0.1.4 Instructors will receive a rank adjustment upon completion of the terminal degree
provided that the previous evaluation was satisfactory. 

10.2 Assistant Professors:

10.2.1 have a terminal degree or its equivalent in a field appropriate to one's
appointment unless there are exceptional programmatic needs as determined by
the college.
10.2.2 demonstrate a record of continuous improvement in teaching toward excellence
in core teaching responsibilities, i.e. program and General Studies teaching
(unless appointed only to a graduate program). Such excellence is demonstrated
through attention to achieving student learning outcomes in the courses one
teaches, the effective utilization of the most recent scholarship and pedagogical
approaches from their disciplines, through the integration of activities outside the
classroom into student learning, and through evidence of effective preceptorial
teaching.
10.2.3 demonstrate a growing record of scope and/or significance of scholarly and
creative activity beyond that presented to secure rank.
10.2.4 demonstrate the capacity to contribute effectively in the use of professional skills
in service to the College and/or to non-college environments. 

10.3 Associate Professors:

10.3.1 provide evidence of successful performance in terms of the expectations in the
Assistant Professor rank.
10.3.2 have achieved consistent excellence in teaching in all assigned teaching
responsibilities. Associate Professors should be capable of pedagogical
leadership, such as the ability to demonstrate new pedagogical innovations to
others within or outside their program.
10.3.3 have achieved a record of scholarly /creative activity that is recognized by others
within their discipline or chosen area of specialization. Normally, this record will include the external validation and recognition of one or more major works such
as those outlined in 6.2.4.6 above.
10.3.4 have played progressively important roles in support of program, divisional,
College or professional activities and have demonstrated a capacity for leadership
including the achievement of demonstrable outcomes .

10.4 Professors:

10.4.1 provide evidence of successful performance in terms of expectations for
Associate Professor.
10.4.2 have achieved a consistent record of excellence in meeting all teaching
assignments, in pedagogical leadership, and in activities that support the
achievement of teaching excellence throughout the College.
10.4.3 have achieved a scholarly/creative record of significance as demonstrated by a
consistent record of significant publications, presentations at national or
international conferences or creative activities of similar scope, and evidence of
internal and external recognition of the record as outstanding and significant.
10.4.4 play and continue to play a major role in significant College initiatives and/or
major public initiatives or by leadership in professional organizations, and
demonstrate that such leadership is recognized to be of outstanding quality,
effectiveness and scope.